Choose a letter in the alphabet; write to it.
Write a dialogue with a famous person.
Imagine a special meal and guests.
Create a character; describe thoroughly.

cy

Most of all, we have fun. For many of my students,
these two hours are the highlight of their week. We
laugh, and sometimes cry, together.

Most of all, we remember to remember; when some
of us are published, so much the better. But the main

focus is our island of time where each of us takes
others on a journey to a place that is newly recalled or
created. We leave enriched by these gifts.

Illia Thompson, Instructor, Creative Writing, Older Adult
Program

For further information, contact the author at Monterey
Peninsula College, 33 Via Contenta, Carmel Valley, CA
93924.

Debriefing Tests by Creating a Moment of Truth

Just prior to returning the results of the first test, I ask
students to submit anonymously their most accurate
estimates of out-of-class time studying for the course. I
then ask for a volunteer to determine the class’s average
study time. Meanwhile, the tests are returned and
reviewed; with an item analysis in-hand, I “throw out”
individual test questions which appear to have been
unreasonable—that act of mercy alone helps to create a
bit of encouragement for the class inasmuch ar ..wst
students get credit for one or more questions that have
been discarded, thus slightly improving their scores.

Now for the moment of truth. I write the class’s first
test average on the chalkboard, almost always to sighs,
groans, and exclamations. (For my classes of 20 to 40
students in Western Civilization and American History,
test averages usually are in the 60s (D), certainly no more
than the low 70s (C-).) I then ask the student volunteer to
report the class’s average out-of-class study time. With-
out fail, the average is about one-half, never more than
two-thirds, of the recommended “two hours out of class
for each hour in class” rule-of-thumb that is spelled out in
the syllabus. In fact, on one occasion a class averaged
exactly 61 percent of the out-of-class time that was
recommended while averaging a score of 61 on the test!
The correlations are not usually lost on the students; if
they are, I bring them to their attention!

With as little “preaching” but as much concern as
possible, I explain that if only one student has made an A
on the test, I consider the test valid, and especially so if
the class average study time is demonstrably less than the
“two-for-one” recommendation. I exhibit my willingness
to assume some responsibility for student performance

by granting credit for questions that were unreasonable,
as per the item analysis. Likewise, I suggest that the
remainder of the responsibility rests upon the student,
given the deficiency in study time. To end the debriefing
on as encouraging a note as possible, I sometimes prom-
ise that if the class’s average study time increases for the
next test, I will award bonus points to each student.

€

What is accomplished by this debriefing? First, it
identifies the difference between high school and college
schedules. Having no significant reference point for
college work other than their own high school experi-
ences, students frequently dismiss the “two-for-one” rule.
Second, after students see the class’s average test perfor-
mance correlated with the class’s average study time,
protests, such as “The test was too hard . .. The questions
were picky . . . The test wasn’t fair... The test didn’t
cover the material we expected,” are rare. This moment
of truth has proven effective in maintaining an atmo-
sphere of goodwill, professionalism, and encouragement
in my classes.

Norman G. Raiford, Instructor, History
For further information, contact the author at Greenville

Technical College, P.O. Box 5616, Greenville, SC 29606-
5616.

 

Suanne D. Roueche, Editor

December 4, 1992, Vol. XIV, No. 30

©The Unwersity of Texas at Austin, 1992
Further duplication is permitted by MEMBER
institutions for their own personnel.

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),
Department of Educational Administration, College of Education, EDB 348, The University of Texas at Austin, Austin, Texas
78712, (512) 471-7545. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation. Issued weekly
when classes are in session during fall and spring terms. ISSN 0199-106X.