{"title":"考试改革:学术权力重新分配的契机。","authors":"Gregory J Crowther, Benjamin L Wiggins","doi":"10.1128/jmbe.00119-24","DOIUrl":null,"url":null,"abstract":"<p><p>Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the \"rules of the culture of power\" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.</p>","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exam reform: an opportunity for the redistribution of academic power.\",\"authors\":\"Gregory J Crowther, Benjamin L Wiggins\",\"doi\":\"10.1128/jmbe.00119-24\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the \\\"rules of the culture of power\\\" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.</p>\",\"PeriodicalId\":46416,\"journal\":{\"name\":\"Journal of Microbiology & Biology Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-08-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Microbiology & Biology Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1128/jmbe.00119-24\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Microbiology & Biology Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1128/jmbe.00119-24","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
科学、技术、工程和数学(STEM)专业的学生深知伴随着大学考试而来的压力、挑战和努力。作为科技、工程和数学课堂教学中一个广为人知的特点,高风险评估是塑造职业准备和动力的重要文化途径。在这篇文章中,我们将围绕 STEM 考试确定并讨论权力问题,以进一步了解可能不公正地阻碍学生的考试做法。通过理论和实际案例,我们考虑了权力在考试本身内外的众多表现形式,以及通过后勤规范和权衡从学生手中夺走权力的方式。围绕丽莎-德尔皮特博士(Dr. Lisa Delpit)提出的 "权力文化规则",我们反思了将教师的话语权和教师的便利性置于学生学习和学生身份之上的考试做法。我们分享了从学生身上学到的一些东西,呼吁通过放弃我们对学生的一些与考试相关的权力,将其重新分配给学生,使他们有更多的权力来塑造自己的教育,从而改善 STEM 教育。
Exam reform: an opportunity for the redistribution of academic power.
Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the "rules of the culture of power" as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.