The 21st Century Multipurpose Final Exam
by: Sarah MK KO, May 3, 2011, iHeartTeaching
Intro
In the video recording of Sarah's presentation, many novel features of the new exam are introduced, while classmates raise questions and pertinent issues.
5. The final exam is revealed to the public on the Web! Best solutions by students are noticed. Others can provide feedback, too.
Have a look at the 18 page working paper (thesis and proposal), below:
2. In the 20th Century...Exams were boring!
3. Cheaters seem to know how to interact, but the final exam has been neglected out of the many purposes it can serve.
4. Introducing the final exam for the 21st century! Wayne Gretzky arrives at the exam and addresses the keynote question!
Indeed!
Supervisor: Michael G. Doxtater, McGill University
Below: The powerpoint slides used in the presentation, McGill University, March 21st, 2011
Sarah MK Ko, Managing Director of iHeartTeaching, who is currently a graduate student at McGill University for Educational leadership, hopes to change the limited functions of the 20th century final exam. May 1st, 2011
Community editorial #1: On improving the final exam in the 21st Century
Students these days are only accustomed to worrying about their final exam scores, as well as, final course grades, and often forget about their answers. There is no need to rekindle their final exam moment many years after a course is taken, or when a degree is finally conferred.
I worry that so much energy and preparation come at the expense of the 20th century exam. We have to look for new approaches, in terms of a multipurpose objective, so that the exam itself brings more incentives, return more value in the investment, while allowing everyone to rekindle in one's solution at hand.
How does it work? The exam questions will be expert-based, so public leaders and specialists are invited to the high school, college, or university and provide a fresh question that will really turn a student's thinking about the entire class discussion into applying it for policy impacts to serve the community. The exam will be more enticing with the presence of an outside expert and the problem-based feature will motivate students.
The interactivity with it continues as students will see their final exam questions and individual answers (in the form of essays, proofs, etc) which can later be uploaded on the web. A web forum that is part of a high school or university can also provide user-generated privileges, so that everyone can be involved and present feedback at any point in the future. Editorial content towards policy-making and news coverages on pubic sentiment, etc, can integrate the honest and innovative answers supplied by young minds.
This way, the students are motivated to write the final exam which is truly multipurpose and interactive, problem-solving- and expert-based. The 21st century exam, as articulated by iHeartTeaching, and presented on March 21st, 2011, by graduate student, Sarah MK Ko at McGill University, will culminate in life-long learning for pupils who are tomorrow's leaders. The interactive and multipurpose exam lives forever.
On April 25th, 2011, a white paper in the form of a working paper and thesis was presented to McGill University, and was titled, "The Interactive and Multipurpose Final Exam: A 21st Century Expert-Based Solution."
Community editorial #1: On improving the final exam in the 21st Century
Students these days are only accustomed to worrying about their final exam scores, as well as, final course grades, and often forget about their answers. There is no need to rekindle their final exam moment many years after a course is taken, or when a degree is finally conferred.
I worry that so much energy and preparation come at the expense of the 20th century exam. We have to look for new approaches, in terms of a multipurpose objective, so that the exam itself brings more incentives, return more value in the investment, while allowing everyone to rekindle in one's solution at hand.
How does it work? The exam questions will be expert-based, so public leaders and specialists are invited to the high school, college, or university and provide a fresh question that will really turn a student's thinking about the entire class discussion into applying it for policy impacts to serve the community. The exam will be more enticing with the presence of an outside expert and the problem-based feature will motivate students.
The interactivity with it continues as students will see their final exam questions and individual answers (in the form of essays, proofs, etc) which can later be uploaded on the web. A web forum that is part of a high school or university can also provide user-generated privileges, so that everyone can be involved and present feedback at any point in the future. Editorial content towards policy-making and news coverages on pubic sentiment, etc, can integrate the honest and innovative answers supplied by young minds.
This way, the students are motivated to write the final exam which is truly multipurpose and interactive, problem-solving- and expert-based. The 21st century exam, as articulated by iHeartTeaching, and presented on March 21st, 2011, by graduate student, Sarah MK Ko at McGill University, will culminate in life-long learning for pupils who are tomorrow's leaders. The interactive and multipurpose exam lives forever.
On April 25th, 2011, a white paper in the form of a working paper and thesis was presented to McGill University, and was titled, "The Interactive and Multipurpose Final Exam: A 21st Century Expert-Based Solution."
Thank you for the wonderful support!
