[math_dandy]

We have an Accessible Testing Center that will administer and proctor exams under very flexible conditions (more time, breaks, quiet/privacy, …) to help students with various forms of neurodivergence. They’re very good and offer a valuable service without placing any significant additional burden on the instructor. Seems to work well, but I don’t have first hand knowledge about how these forms of accommodations are viewed by the neurodivergent student community. They certainly don’t address the problem of allowing « explorer » students to demonstrate their abilities.

[aaplok]

Yes I think the issue is as much that open tasks make learning interesting and meaningful in a way that exams hardly can do.

This is the core of the issue really. If we are in the business of teaching, as in making people learn, exams are a pretty blunt and ineffective instrument. However since our business is also assessing, proctoring is the best if not only trustworthy approach and exams are cheap in time, effort and money to do that.

My take is that we should just (properly) assess students at the end of their degree. Spend time (say, a full day) with them but do it only once in the degree (at the end), so you can properly evaluate their skills. Make it hard so that the ones who graduate all deserve it.

Then the rest of their time at university should be about learning what they will need.

[const_cast]

Exams aren't for learning, they're for measuring. Projects and lecture are for learning.

The problem with this "end of university exam" structure is that you have the same problems as before but now that exam is weighted like 10,000% that of a normal exam.

[djoldman]

> If we are in the business of teaching, as in making people learn, exams are a pretty blunt and ineffective instrument.

I'm curious: what is fulfilling in your job as a math teacher? When students learn? When they're assigned grades that accurately reflect their performance? When they learn something with minimal as opposed to significant effort? Some combination?

I always thought teacher motivations were interesting. I'm sure there are fantastic professors who couldn't care less as to what grades they gave out at the end.

[Aeolun]

You can’t expect all students to learn without being forced to, no matter how much that’s literally the point of them being there.

They’re kids, and they should be treated as such, in both good and bad ways. You might want to make exceptions for the good ones, but absolutely not for the average or bad ones.

[BriggyDwiggs42]

I’ve had access to that at my school and it’s night and day. Not being as stressed about time and being in a room alone bumps me up by a grade letter at least.