I tend to give my students identification tests where the students must do three things with each person, item, or idea:
- (1) identify the person, item, or idea and its place in the story;
- (2) explain the importance of the person, item, or idea; and
- (3) connect the person, item, or idea to a major theme in the story or to a literary device.
An excellent student example for The Bastille would be:
(1) The Bastille was a famous French prison known for its harsh conditions and for the number of prisoners unjustly sent there. (2) Dr. Manette was unjustly imprisoned in the Bastille for 18 years, and when the prison was destroyed Monsieur Defarge ran to 105 N. Tower looking for a buried paper. (3) The Bastille became a symbol of the nobles’ power and cruelty before and during the French Revolution; when it was destroyed, it became celebrated like our Independence Day.
Generally, the students do an excellent job of this, and this type of test hits on all sorts of state and local standards.
However, I gave four classes a test of identifications and three classes had an average of a B+ or better, but the fourth had a C average. This fourth class was one of feast or famine with A grades or F grades up and down the roster. The reason for their low scores is obvious; namely, most of the students in this class refused to study and did little to nothing to prepare.
Now comes the hard part: what do I do about this? Do I force them to keep their scores knowing that they did little to study? Do I provide an opportunity for the students to earn back some of the points by retaking the test?
I tend to vote for a chance to retake the test, but I need the students to prove they have prepared prior to taking the second exam.
What would you do?