Pharyngula

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Thursday, March 03, 2005

The answer to the student evaluation problem!

This is beautiful. It's a simple, elegant solution, the Jedi mind trick:

One of the grad students who was there is well-known for always getting good evaluations. We asked him what his secret is.

Part of it, I'm sure, comes from his young-and-hip image. And he's not as socially inept as your typical mathematician. Probably doesn't hurt that he's kind of tall.

His secret, he told us, is the Jedi Mind Trick.

He will say, in class, things like:

"I'm explaining this very clearly."

He does this all semester, for all the questions on the evaluation form.

I should try this. I'll stand in front of the class, look at them all, and with a wave of my hand say, "You understand how to analyze a triple-point cross now" and "Your chairs are very comfortable."

This is a pretty smart class, unfortunately, and I'm afraid they'll just intone back, "We are all 'A' students."


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Comments:
#17578: TheSquire — 03/03  at  09:21 AM
::waves hand:: You will cancel class for St. Patrick's Day.



's avatar #17583: Chris Clarke — 03/03  at  09:32 AM
"These aren't the grades we're looking for."

"I do not think we should antagonize the religious when it is not warranted, though I think we should be willing to do so whenever it is.”
-- Glen Davidson



's avatar #17588: Bill Ware — 03/03  at  10:33 AM
Ah, behavioral conditioning. In this case, B F Skinner would be proud.



#17604: — 03/03  at  01:21 PM
PZ, I've been meaning to ask — how about a follow-up on your genetics class? You made a rather apprehensive post near the beginning of the term, about how you were not looking forward to watching your students sort themselves into groups: "get-it", "get-it-only-with-excruciating-effort", and "will-never-get-it". How did things fall out? How are they doing?

Also, please post about which concepts in genetics your teaching experience reveals to be mind-benders.



's avatar #17608: PZ Myers — 03/03  at  01:44 PM
Ah, the course is doing what I typically see: test results are painfully bimodal. The last exam, the one I was so concerned about, bore that out. The mean was in the high 60s, but 6 students got perfect scores and 15 got above 90% (class of 86 students.)

It's concepts and terminology and logic that are snaring students. Some have a hard time grasping the difference between "allele" and "locus"; others manage to get the basics and can solve problems by brute force, but are totally thrown for a loop when I throw in a complication. It's not that any of these students are dull, just that playing games with genetics problems is so different from what you have to do in most other biology courses here.

Right now, I'm stepping back a little from lecturing them and throwing new stuff their way, and we're working in groups in class on problems, problems, problems. I'll be doing more of that next week, and I'm going to use lab time as a workshop session for just pounding on triple-point crosses.

I'm sure I'll say more later. I'm trying some alternatives right now in the hopes that I can narrow the gap between the got-its and don't-got-its in time for the next exam.

PZ Myers
Division of Science and Math
University of Minnesota, Morris



's avatar #17620: Bill Ware — 03/03  at  04:54 PM
You mentioned beforehand that many students don't take you seriously when you tell them that your tests will be hard. Looks like now, at least, you've got their attention.



#17790: Melinama — 03/06  at  01:52 PM
Hi, Bora sent me your way and I linked to this post in one on student evaluations that I did here:

http://pratie.blogspot.com/2005/03/get-yer-student-evaluations-here.html

Thanks!



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