The first one was a fiasco. No invigilators, no assistants, just our crotchety old professor dictating questions from the desk at the front of the auditorium. Three questions, just the first of which could have taken far more than the 45-minutes we were given. Didn’t bother to type up his questions or check our ID cards. He seems surprised that we didn’t bring our own paper.
I regurgitated enough of his holy book to score a 15 – a B, in McGill-speak. A fittingly dull grade for an entirely dull (non)learning process. I’m just thankful that I can now erase that man and his disregard for pedagogy from my consciousness.
And burn the notes. Maybe the book, too.
I spent the entire semester fuming in this man’s class. Particularly memorable moments include watching him answer his mobile in the middle of a lecture (not just once, mind you – wrong number both times). Then that time when he chastised a chatty(?) student with a curt “I am here to talk, you are here to listen!” Oh and then when he justified his exam, extolling the virtues of memorization, reminding us that we are not yet ready for higher levels of thinking.
I had higher expectations for the other two exams. First of all, the professors are mounds better and the classes more responsibly given. And they were at least formally better – there were actual exams and paper, invigilators, even ID card checks.
The content, however, was more of the same. Both exams were three pages of true/false, identification, bullet-response-type questions, lifted directly from class notes (with an exception or two).
When was the last time you took a final with 20 questions? I think I was in high school.
Leaving my last exam, I was pissed. Shouldn’t we be beyond memorization? Why doesn’t anyone require us to think?! All these courses are 100% finals, too – what a meaningless evaluation system. There used to be something bizarrely fun about finals – show off what you know, a challenge, a chance to connect the dots across a semester of coursework. And this? An easy way to get some numbers to put on a transcript. Not that they are easy exams – I left questions blank on both. Just seems such a cheap way to qualify students.
The worst part – and I don’t like to think about it too much because it is depressing – is that the exams reflect the way most courses are given. Professors lecture, we listen. No such thing so far as conferences or seminars, or even coursepacks with readings to reflect on and prepare. I miss learning from the people around me. Feeling that we might have valuable opinions. Or that helping us establish some is an important part of why we're here.
Although writing papers in French was painful – oh God, so painful – it required the kind of brainpower I expect to be expending as a masters student. Crossing my fingers that our markers will engage sufficiently with our work to give some meaningful comments and restore a smidgen of my faith in the system.