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On being examined: Do students and faculty agree? (531.18)

Examinations are the bane of student life. However, what they mean and whether they serve any useful purpose is debatable. Undergraduate students in a 4‐year honours program, independently surveyed their peers (n=526) and teachers (n=33) using a 15‐item questionnaire that sought to explore differing perceptions of diverse aspects of examinations. Participants indicated their level of agreement on a 10‐point scale to a series of statements that gauged: personal value, format, level of creativity permitted, and the grading of exams, as well as their long‐term utility. On most items, there was a general agreement between the entire student body and the faculty. However, on specific issues, (i.e. exams written as groups vs. as individuals) students at different levels had varying opinions. Whereas the student body as a whole would prefer having a choice in the exam format (mode=10), the faculty were less enthusiastic (mode=5). Focus groups and follow‐up questionnaires will probe these differences further. This program sets a high premium on the importance of a student‐centred, inquiry‐based learning. Clearly, the students accept this ethos, though the faculty appear to have some reservations on specific issues.