Indeed, and I believe that it is better to start on a positive note which is more effective especially with the time constraint.
Good Luck Alison!
Best,
Meena
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From: Online forum for SEDA, the Staff & Educational Development Association on behalf of Seale J.K.
Sent: Mon 23/11/2009 14:25
To: [log in to unmask]
Subject: Re: Essay and exam questions
There is certainly a danger that going in too heavy on the "bad practice" angle gives the impression of "deficit-thinking" (akin to the medical model discussed in disability studies) whereby we automatically assume that participants are coming to the session with more deficiencies than strengths in relation to lecturing or designing assessment questions; which can be counter-productive in terms of getting people onboard.
Jane Seale
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From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Graham Lewis [gjl]
Sent: 23 November 2009 13:48
To: [log in to unmask]
Subject: Re: Essay and exam questions
I have seen a number of these 'The Bad Lecture' videos over the years and they can be quite a powerful way to start discussion - "Okay, clearly this is how _not_ to do it, now tell _how_ to do it".
The temptation though is to ham it up and also to pack in too many examples of bad practice into one video. This can seem condescending, especially if your audience is already resistant. In truth, we have all probably attended real sessions as bad, if not worse.
Graham
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Mary Jacob [mhj]
Sent: 23 November 2009 13:31
To: [log in to unmask]
Subject: Re: Essay and exam questions
Dear Bland,
You make a good point about not presenting 'poor' examples. Have you seen the material developed at Glamorgan for test question design? From http://glamorganonlineassessment.pbworks.com/Writing+Your+Test+Questions click on the 'fun quiz' to see one approach to demonstrating poor question design without muddying the issue.
Best wishes,
Mary
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From: BLAND TOMKINSON [mailto:[log in to unmask]]
Sent: 23 November 2009 09:06
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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