Herman Rubin said:
>An ideal examination on a course would be to see if the
>material can be applied to novel situations some years
>after the end of the course. Anyone who assumes that
>memorization and regurgitation and routine work is an
>indication of that is ignorant or stupid.
Anyone who thinks that evaluation can wait until some
years after the end of the course is ignorant or stupid.
Test and assignment scores certainly do correlate with
how well the student knows the material. Far from
perfectly, but I haven't heard of any better alternative.
>This was told me by a casual friend (we met as
>undergraduates) who was a colleague of mine in a different
>area. A student came in complaining about his B in a
>graduate course. The friend pulled out his final exam, and
>at one point said about a particular problem, "You got the
>first part right; how would you proceed from there?"
>Whereupon the student said, "But the course was over two
>weeks ago; I've forgotten that."
>
>This is, alas, NOT atypical.
Of course not, but grades must be assigned in the real world,
not in your fantasy world.
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