As I have mentioned in class, I was again disappointed by the exam scores. I realize that most of you were also disappointed. I am happy to entertain suggestions for improving the exams.

I do think that the amount of time remains a major issue. This is one reason that I emphasize that people work through a lot of problems. It is only through practice that you will develop the skills to recognize the "meat" of the problem and quickly decide on the best approach. This is also important if you expect to retain any of what you learn in this course.

As for solutions to the timing issue, I go back and forth between:

1) In-class exam, 20 questions.
  Drawback: 2.5 min per question.

2) In-class exam, limited number of questions (10 or so).
  Drawback: each question is now worth 10 points. Stupid mistakes cost a lot.

3) Evening exam
  Drawback: many students work or have other commitments during the evenings others complain that their brains are less "awake" in the evening

Another solution is to ask very short, memorization-based questions
  e.g. what is the atomic mass of carbon?
  e.g. what is the symbol for argon?
  define exothermic (OK, I put that one on the last exam...)

BUT, this type of question does not reflect what chemistry is all about. Chemistry is about solving problems - whether that is determining the amount of lead in a local stream or developing a drug that targets the AIDS virus. It is important to me that my students learn how to THINK - the tests then must reflect that expectation.

The last time I taught Chem 111, the students complained bitterly about the evening exams we had. I'm trying to make in-class exams work for us. I certainly welcome constructive suggestions for improving this necessary vehicle.

I welcome your suggestions for improvements. Send them to CTMartin@chem.umass.edu