Author: jllaney

Thanks, Jessit07!
I am not sure if unseen (often mental or emotional) dis/abilities are more easily accepted as much as they are simply unknown without disclosure– and disclosure is a risk for many students due to stigmas.

Hi,
Thank you for asking! The collaborative exam-making is still “in progress” but students seem to respond well and perform well with ownership. I simply set aside a day for creation and a day for review. On the “creating” day student individually or in groups create a list of questions they believe are fair assessments of what we have covered. We also discuss form; what makes students nervous, what they like, what do they imagine, what are the possibilities/constraints, etc. This time, the test ended up with 15 multiple choice, 15 short answer/fill in the blanks and a choice of 2 essays (out of 4 options). Students post their suggestions on scholar under a forum post and I create a cohesive study guide, adding and editing only when necessary. I then make the exam out of the study guide, however students do not know which questions will be in which form… I hope that makes sense. I am also thinking of offering another option; a “what have you learned” approach with topics for students to choose from. Options seem to be key. Please share any thoughts, ideas, or feedback!

best,
JL