Religion 2601, Introduction to World Religions
22/01/08 22:40
Religion 2601, Introduction to World
Religions
In Spring of 2007, the faculty teaching Introduction to World Religions, RELIG 2601, utilized embedded questions as a method of assessment. A group of questions considered fundamental to understanding of each of the world religions was agreed upon. These questions ranged across most of the world religions covered in the various sections.
In Spring of 2007, the faculty teaching Introduction to World Religions, RELIG 2601, utilized embedded questions as a method of assessment. A group of questions considered fundamental to understanding of each of the world religions was agreed upon. These questions ranged across most of the world religions covered in the various sections.
Religion 2601, Introduction to World
Religions
In Spring of 2007, the faculty teaching Introduction to World Religions, RELIG 2601, utilized embedded questions as a method of assessment. A group of questions considered fundamental to understanding of each of the world religions was agreed upon. These questions ranged across most of the world religions covered in the various sections. Faculty teaching this course vary greatly regarding their techniques for examination, some using primarily objective (multiple choice, matching, etc.) and other subjective styles of examination. Therefore, the wording and the way the questions were asked varied from section to section, but the content of the embedded questions was consistent across the sections. The quality of student responses was fairly consistent across the sections, regardless of the style of the questions. Students did well on questions that asked them to name particulars (e.g. name the Four Noble Truths) and on relating these particulars to their own experience. Students did much less well on questions that asked them to indicate their understanding of concepts related to religions very different from their own (e.g. describe the Atman-Brahman relationship in Hinduism).
The variety of testing techniques and the different ways of asking the same questions did make comparisons somewhat difficult. Some faculty broke down their questions into very specific multiple choice options and others were much more open ended. Future assessment may include a plan to embed questions more consistently across sections, but ways to do this have not been developed as yet.
In Spring of 2007, the faculty teaching Introduction to World Religions, RELIG 2601, utilized embedded questions as a method of assessment. A group of questions considered fundamental to understanding of each of the world religions was agreed upon. These questions ranged across most of the world religions covered in the various sections. Faculty teaching this course vary greatly regarding their techniques for examination, some using primarily objective (multiple choice, matching, etc.) and other subjective styles of examination. Therefore, the wording and the way the questions were asked varied from section to section, but the content of the embedded questions was consistent across the sections. The quality of student responses was fairly consistent across the sections, regardless of the style of the questions. Students did well on questions that asked them to name particulars (e.g. name the Four Noble Truths) and on relating these particulars to their own experience. Students did much less well on questions that asked them to indicate their understanding of concepts related to religions very different from their own (e.g. describe the Atman-Brahman relationship in Hinduism).
The variety of testing techniques and the different ways of asking the same questions did make comparisons somewhat difficult. Some faculty broke down their questions into very specific multiple choice options and others were much more open ended. Future assessment may include a plan to embed questions more consistently across sections, but ways to do this have not been developed as yet.
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