Courses How much understanding is enough to truly master a course?

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Mastery of a course is often subjective and varies among students, with many feeling that achieving an A does not equate to true understanding. Effective learning involves not just passing exams but retaining knowledge long-term, which can be hindered by panic studying. A proposed scale of mastery includes levels from basic understanding to the ability to create new knowledge, emphasizing that teaching a subject indicates a higher level of mastery. Emotional engagement with the material plays a significant role in retention, as students are more likely to remember topics they find interesting. Ultimately, trust in the educational process and revisiting material over time can lead to deeper mastery, especially in cumulative fields like physics.
  • #51
Arguments like what is going on here miss the kind of assessment that can and does take place - Assessment questions can be for mathematical problem-solving questions, and assessments can focus on concepts and theory. Nothing stands in the way of teaching professor using both kinds of assessment questions/problems.
 
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  • #52
fresh_42 said:
Define master! If I take the word literally, the answer is: As much as it needs to teach it.
I like that definition... I'm going to steal it ;)
 
  • #53
Orodruin said:
It never ceases to amaze me how some students can do quite bad/well in a written exam, yet when you give them an oral exam they move to another end of the spectrum.

When I was an undergrad, we had "oral" final exams in both semesters (same instructor) of fourth-year quantum mechanics. Each student had an appointment in the prof's office to solve problems on the prof's blackboard while the prof watched. The problems were the same as he would have given in a typical sit-down final exam. No consultation with book, notes, or formula sheet was allowed. The more the prof had to intervene to help the student through a problem, the lower the grade on the problem.
 
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  • #54
George Jones said:
When I was an undergrad, we had "oral" final exams in both semesters (same instructor) of fourth-year quantum mechanics. Each student had an appointment in the prof's office to solve problems on the prof's blackboard while the prof watched. The problems were the same as he would have given in a typical sit-down final exam. No consultation with book, notes, or formula sheet was allowed. The more the prof had to intervene to help the student through a problem, the lower the grade on the problem.
I could see how someone might do worse under those circumstances. lol. a written exam gives you time to sit around trying things and waiting for a Eureka moment. being stared down the entire time would be stressful.
 
  • #55
grandpa2390 said:
I could see how someone might do worse under those circumstances. lol. a written exam gives you time to sit around trying things and waiting for a Eureka moment. being stared down the entire time would be stressful.
My most stressful moment in a professor’s office ocurred after I handed in an assignment. He asked me to take a seat while he corrected it and I was just sitting there waiting while he was staring intently at my assignment and making sounds like ”mhhmmm” and ”aha”.
 
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