Bringing the Real World into the Examination Situation Hpcrnr reiermcrl to grade contracts indicates a n interear in such techniques as o p t i o n ~ f the o ordlna~).methodsol determining grades. During the last few years we h a w adopted a practice whrch may also he of intercar W e felt that many students mere unrvmfortable and performed poorly under examinstron conditions. In lnwe courses like general and organic chemistry, however, we had no viable alternative to such examinations. In introducing such courses we indicated to the students our understanding of this dilemma while suggesting to them a plan which might allay their anxieties. We explained that in the real world often times we do not know the answer t o certain problems. What do we do? Call in a consultant! How much does it ewt? A lot if he solves the complete problem; less if we seek only a partial solution. So we suggest a contract with students under examination conditions. If during the examination they find themselves stuck on a problem, they can call in a consultant (instructor) and seek his advice. He in turn examines the problem, states his price in terms of points for the problem, and tries to indicate to the student without solving the problem what the student will receive for the price. The student can then (1)accept the terms, (2) reject them, or (3) haggle over either the price or the amount of help to be received. In effect we have brought some of the real world into the classroom, It is interesting t o observe the students who utilize the ahove-mentioned option. In general they are among the best prepared and brightest. They seem to be those who enjoy thinking and intellectual interplay. The average and poorer students as well as those who are extremely grade conscious do not usually participate. I t should he mentioned that generally only one or two students per class of 100 per exam participate. Finally we have found the interplay between instructor and student during the examination quite helpful not only in judging the students' understanding and preparation, but in pointing out ambiguities and misconceptions about the examination itself.
'Brwks, D. W., andHazen, Jr., E. E., J. CHEM. EDUC., 51,151 (1974).
R. Damrauer University of Calorado-Denver Denver, 80202
784
/ Journaiof Chemical Education
S. Boyk B'OBIncorporated Toledo, Ohio
