Day 14 – Can Jeopardy Reshape Our Approach to Assessing Student Success?

Exams often don't capture the breadth of a student's knowledge or their ability to think critically and apply what they've learned in real-world scenarios.

Hey Fam,

Thanks for stopping by.

Coming from an educator, this may be controversial, but… I think exams suck.

Taking exams, giving exams, and especially grading exams.

It's probably my bias, as I was never a good test taker at any level. With that said, I have also found that many of my students feel stressed and anxious as they prepare for exams, worried that these tests might not truly show how smart they are or how well they grasp the subject. In many traditional learning environments, students are conditioned to prioritize 'getting a good grade' above all else. This intense focus on grades can distort the value of learning, suggesting that a high score is the ultimate goal rather than a genuine comprehension of the topic.

It's a system that equates academic success with the ability to memorize and regurgitate information under pressure rather than having a deep and lasting understanding of the subject matter.

The pressure to perform well on exams not only contributes to stress and anxiety among students but also instills a solitary approach to learning. Traditional exam settings place students in silos, emphasizing individual achievement and limiting opportunities for collaboration.Yet, in many real-life work scenarios, success hinges on the ability to work with others, share ideas, and solve problems together.

This disconnect between the traditional emphasis on working alone and the collaborative nature of the professional world can leave students unprepared for future challenges.

By equating academic success solely with individual exam performance, we risk overlooking the critical teamwork and cooperation skills essential in nearly every aspect of real-world problem-solving. In my Hip Hop Culture and Economy class, I decided to try a new way of testing to help my students feel less stressed during exams.Instead of taking the exam alone, I put them into small groups, and we played Jeopardy (I was the host).

I built a custom Jeopardy game tailored to the course curriculum.

Each group had buzzers and could pick their category and the points they wanted to try for, just like on the TV show. The group that ended up with the most points would all get "A" grades, the second highest group would get "B" s, and the third and fourth groups would get "C" s. In addition, there was an option for the students in the third and fourth place groups to earn 10 extra points on their exam grade ( earning a maximum of a B grade) by writing and submitting a review of an album from a Hip Hop artist or group we talked about in class.

It was a hit. Students loved it!

Here is what I learned.?

1 - Reframe the pressure.

Turning an exam into a game like Jeopardy can help reduce students' stress levels.

This approach can create a more supportive atmosphere that focuses on learning rather than just the anxiety of test-taking. It encourages students to demonstrate their knowledge in a playful, less pressured setting.

2- Collaborate to elevate.

By organizing students into teams for the exam, I emphasized the importance of collaboration—a critical skill in learning and the professional world.

We must remember that promoting teamwork prepares students for real-life scenarios where working together is important to solving complex problems.

3. Flexibility encourages engagement.

Offering different ways to succeed, such as the option to write an album review for extra points, tailors to diverse learning styles and interests.

This flexibility allows students to engage with the material in a way that suits them best and demonstrates that there are multiple ways to achieve and showcase success.

I encourage you to step away from the status quo and embrace innovative ways of evaluating our students.

I understand that a Jeopardy-style exam may not fit your curriculum, but ask yourself, "What new way can I give an exam?" When we push ourselves to think outside the box, we not only challenge the narrative that exams are the pinnacle of assessing student success but also encourage a collaborative spirit that aligns with real-world experiences. Let's encourage our students to demonstrate their understanding of what we teach through cooperation and critical thinking rather than memorization.

Stepping away from the status quo means creating assessment environments for our students that are less about stress and grades and more about the depth of understanding and collective growth.

Thanks for your time today.

I appreciate you.

Much Love,

Dr. Jae