Final Exam in Design Fundamentals - Critical Thinking and Collaboration Event
Make our own exam? Isn't that your job teacher? No, my job is to teach.
I developed a system of testing in design fundamentals based on
A More Beautiful Question by Warren Berger.
STUDENTS CREATE QUESTIONS NOT ANSWERS
For each chapter of the textbook on the Principles and Elements of design students write questions. Students are graded on question creation, not answers. Students write two questions for each topic -- one easy question (such as a multiple choice, or true/false question) and one hard (essay) question each week. The questions go on a discussion board on our LMS.
MANIPULATING QUESTIONS FOR THE EXAM DISCUSSION
I number the questions in Word with a few edits, and pass out the elements questions at mid-term and the principles questions for the final. Thus students write their mid term and final exams based on actual questions in their minds. This turns the exams into real critical thinking and collaboration events.
Instructions for student-created mid-term and final exams.
Each student selects 5 potential questions to ask, and will ask one of these 5 of their peers.
Each student will ask one question in an order they are seated around the room.
Ask students to check their neighbor's lists so you don't have duplicate questions.
You can not ask a question that has already been asked.
The student who asks the question will stand and call upon three or more other students to answer the question. Each question will have at least 3 different answers. Since this is a creative set of questions there are many examples that can be used to answer the questions.
The student questioner is in charge of the room when they are standing and they will end the discussion of their question when they feel it has been answered to the full potential of the class.
Multiple answers, discussions, alternate perspectives are welcome.
The exam discussion takes a bit over an hour for a 20 student class. Timing may have to be adjusted depending on your class session. My class period is 4 hours, so we can get into a deep discussion if the question is particularly engaging or challenging.
Students have a Questions/Answers Record sheet on which they record the question they asked and the best answers they received.
Students are required to answer at least 5 questions and record them on the Questions/Answers Record.
Toward the end of the discussion I announce that only people who have not answered the 5 required questions are to raise hands and that prompt seems to get everyone involved including the non--volunteering students since the more vocal students have modeled a multiple answer pattern. Students who have answered 5 question move to a new role - mentor. They mentor the quiet students to help them gain confidence.
This discussion-exam based on student questions is student lead and is an empowering way to end the term.
I think your mid-term and final are awesome. SO INTERACTIVE - the best part of the class. Mind opening. I love the way you keep your class thinking.
-Jason P.
The most useful thing I learned in the class is discussion because everyone has a different way of thinking. - Javeria T.
The most useful thing I learned is everything collectively and understanding it. All of the design elements have their place and uses depending on what you are creating. There is no objective "most useful" thing in my opinion. It's all useful. - Laurie D.
I like this kind of final because it makes everyone think about their industry.
- Angel D.
