One frequent request that I receive as feedback from my students in general--and in particular, from the ones in the lowest level courses--is that I work more examples in my lecture classes. They also want an "example test," by which is meant a version of the test to be given out before the test, which differs at most in altering numbers or minor details in the tests. And finally, they want tests which adhere closely to the exact set of examples worked in class, or at most to the exact homework problems assigned. In the labs, they often want to see specific grading rubric for lab reports before handing in the reports.
I dislike accommodating all of these requests for several reasons: physics is not meant to be reduced to merely copying off the professor's works and calling it one's own--nor should this be the norm of (m)any other academic disciplines. A part of education in general, and the introductory physics courses in particular, is learning how to problem solve, how to think critically, and for that matter how to acquire, evaluate, and even synthesis knowledge. With a lot of work, most students are capable of these things, and a few will actually thrive when pushed to do them.
The lab rubrics are a simple case in point. When I make a rubric, it is for the sake of being consistent in my grading from one report to the next (or from one instructor to the next, as I co-teach some labs). The rubric is based on the instructions for the lab, but it is not meant to be the be-all, end-all of a "good" lab report. In fact, I have read some very mediocre-quality reports which would otherwise excel against any pre-made rubric but for a "catch-all" writing quality/quality of the report grade. The rubric reduces the idea of writing up the methodology and results (and any analysis done upon or conclusions drawn from said results) into a narrow checklist. Yes, the checklist is easier to grade, but the students are able to learn considerably less from it.
Unfortunately, the standards set by acquiescing to these requests--let us see the test before seeing the test, grade the lab before grading the lab--is that while the grades in the class may be higher, they also mean much less than they otherwise would. Our students will be "successful," and yet they will all be mediocre. They will have missed the opportunity to fail and then learn from their failures--some of them don't do this much anyway--and at the same time, the top quartile is then robbed of its opportunity to excel.
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