Synopsis
In Caught Considering and Finish-of-College Exams, Leon Furze examines the assumptions that anchor our present mannequin of exam-based evaluation—and argues that lots of them are “caught considering.” He questions why we let the high-stakes finish examination dictate upstream assessments, curriculum priorities, and even our belief in college students. He suggests we deal with exams in another way: as one piece of proof reasonably than the organising level. He additionally hyperlinks this critique to the challenges and alternatives posed by generative AI in evaluation. The piece invitations educators to rethink what exams ought to do (and when), reasonably than routinely preserving the established order.
He closes by sketching sensible strikes: loosen the domination of the examination over 12 months’s pedagogy, diversify proof sources, and open house for formative, genuine, and discipline-sensitive assessments that cut back the inducement to “recreation” the system.
Initially printed at: Leon Furze
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