Dear all,
I fully agree with Bland. Once there is a reference to "poor examples" then it could turn in to a debate focused on a poor practice because it all depends on the context, the subject area, level and several other aspects. Why not instead focus on a "good practice" which in my opinion is a better use of the time available for the scheduled workshop.
Best,
Meena
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From: Online forum for SEDA, the Staff & Educational Development Association on behalf of BLAND TOMKINSON
Sent: Mon 23/11/2009 09:06
To: [log in to unmask]
Subject: Re: Essay and exam questions
Dear Alison
This is a dangerous road to tread. Some years ago I was involved in producing snapshots of four 'poor' teaching styles (many SEDA members have probably seen the video): on one occasion I was showing these to Mathematicians and had to prevent the Head of Department from walking out because the scenarios were 'ridiculous'. However, when he saw the fourth exemplar of poor practice he thought that this was showing how it should be done! Whislt I still remain hesitant about trying to portray the 'perfect' lecture - it depends on so many contextual variables - that one experience taught me caution in using examples of 'bad' practice!
Sincerely
Bland
--- On Sun, 22/11/09, Alison Le Cornu <[log in to unmask]> wrote:
From: Alison Le Cornu <[log in to unmask]>
Subject: Essay and exam questions
To: [log in to unmask]
Date: Sunday, 22 November, 2009, 16:24
I am preparing a 1hr workshop which aims to give helpful hints and tips to new academic lecturers about how to write good essay and exam questions. I am looking for some examples of *poor* questions, that might include, for example, ambiguity, double questions, contradictions, etc. that I can use as (perhaps even amusing) examples of poor practice. I would also be interested to hear any hints and tips that people belonging to this network might want to convey if they were in my place. Contributions would be very welcome.
Many thanks
Alison
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