K Sera discusses that some portion of exams should be open. Micah and Phil discuss the corner cases.
Note: Phil is in charge of the release dates of the podcast, and he messed up the order! This is episode 122, it should have released before the Pizza one!
Show notes: N/A
K Sera's after thoughts:
My opinions haven’t changed. I think memory retention is a skill, of course, but so is researching and organizing data. I think most people in most situations don’t need to know a fact or statistic off the cuff. Why can’t we have at least some exams that reflect that?
How likely is it that the average person will ever need to recall the exact date Simone Biles won her first gold medal? How many people would need to know the exact chemical structure of olive oil? Sure, some people might need to know these facts, but do they need to have them memorized for a sudden pop quiz from their boss or the public? Probably not. I think it is more likely that they will research and compile the information and then report or use that information as needed.
Micah’s example of needing to know history by rote is kind of ridiculous. “You know it or you don’t,” he says. Really? History is history. It’s a record of things that happened. Unless you are a professor giving a lecture or you are on a trivia game show, it’s pretty unlikely you will need to know hyper specific historical facts in the moment. And if you don’t know it, go look it up! Cross check with various sources!
Other subjects have higher consequences for mistakes and hard deadlines. It is actually vital for a surgeon to both understand and effectively communicate accurate information in the moment. Memorizing equipment names and knowing human anatomy can be a matter of life and death.
There also might be instances where you will want to have certain information memorized for emergency situations. What to do in an earthquake. Where to take shelter during a tornado vs. a hurricane. Basic survival information might be worth memorizing if you ever find yourself stranded without your phone or an internet connection.
So, I stand by my initial premise. It is obvious to me that some exams should be open book/open notes.
Phill's after thoughts:
I took my Midterm last week that had "2 pages of printed/handwritten notes" for the exam. I did achieve my minimum target grade (I only need C's to get reimbursed for the schooling from work). Honestly, it was nice not having to remember every single little formula, but I think that it also (for me) served as a crutch, because the exam is timed so it really does "slow things down" if you can't do things by heart. Basically, it's a balance between "how much can you learn things by heart" and "how much can you save time from needless studying/drilling" and I think that cheat sheets serve a good balance, but if there wasn't a cheat sheet available, I'd have devoted way more time in really mastering the problem sets. Basically I got a C (worth 20% of my grade) and I am not too happy but also not too unhappy about it. I think that the homework, labs, and projects are meant to be the "open-book and cooperative" portion of the learnings. The exam has more of a "performance" flavor to it, where it quizzes on an individual level if they are understanding the fundamental concepts. When we first recorded this episode, I hadn't started my return to college classes yet, and so my
hot take on the subject was from almost 20 years ago. Now, after revisiting the academic exams in a more recent timescale, I think exams are meant to be the "bare minimum a person should know on an individual basis per the
fundamentals of this subject" and that may require a closed book and timed (with cheat sheets) test. That is assuming that the other parts of the class are really about the "learning of the subject" and not just busy-work/fluff material. In corporate land, it would be crazy to not look at references, speak with other coworkers, and review the case with readily available data and up-to-date literature. We really do not have anything resembling "closed book exam" at all in a business setting. And I suppose in retrospect that makes sense: businesses are about making money, and if training their workers make them more money, then closed book (and timed) exams may not be a good use of their budget. Then again, some "trainings" are a complete waste of time (mainly just to satisfy some legal requirement, like "do not harass others" sort of thing), and clearly even then management are guilty of not learning from it either. If anything, I think this shows the great divide between academia, industry, and personal learning. If I wanted to learn how to cook, I would not ever have "closed book exams" as part of my self-learning curriculum. But if I wanted to "work" for others I would have to endure someone else's exam (or silly hoop to jump through). To me it is obvious that some exams should be "open book/open notes open references" but I think this underscores the weird part about exams in the first place. How much of this stuff is actually going to be retained ten years from now? Is the stuff on the exam even useful to know (or "truly fundamental knowledge of this class") and if the point of the exam is to "test one's knowledge" of the subject, it isn't going to be useful compared to just learning on the job (and working like social beings with others via teamwork) to help the company earn more revenue. Exams don't really seem to "test" the passion, creativity, drive, motivation, and cooperation elements that are so important to industry. It also doesn't test the ability to "research, make reasonable assumptions on limited data, create defensible positions (or create challenging arguments for others)" that corporations need when shaping strategy and tactics. The only thing I think exams do (in aggregate) is to simply act as a filter. It separates the candidates from "can complete the rigor of college" versus those that "cannot" as an efficient way of narrowing down the potential interviewees. In that case, to the employer looking for a good potential work force, I do not know if they care about open exams at all, since honestly most of the stuff we learn in college isn't directly applicable to the niche needs of that particular business anyway (this is where on the job training kicks in). To me, it's obvious that strict exams and pop quizzes are uniquely academic, whereas in the real world these things matter very little. I think this is why people with "C-average" grades often end up doing much better in life (career wise) because the real world doesn't actually care about "how good your memory is" at all. C students know they must work with others to increase their chance of success, and so they work hard in relationships, building coalitions, communicating clearly, and assembling teams to survive. Somehow, this translates to poorer grades in school but these skills (that C students develop through survival) end up being very useful somewhere else that really benefits from "networking, leveraging other's abilities, schmoozing, and working well with humans" but I sarcastically can't quite summon
where that place could possibly be. In conclusion: Examining Exams is Exhausting. Also our politicians are not lizards, they are snakes (obviously)!