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Writing Program
English Dept

Measuring Knowledge:

"How many zebras does it take to run a normal household refrigerator?"

What is really being measured when the knowledge of an individual is being measured?

This exercise is not about whether or not the amount of knowledge any individual possesses makes that person smarter, more valuable, more important, or better looking than another individual who possesses a lesser amount of knowledge. It is focused on trying to determine what happens when the knowledge of a person is being measured or assessed.

Journal Activity---Part One of Two

• Form a group with at least two other people
• Make a written list of all the ways that you think your knowledge might be assessed/evaluated/measured by your instructors at ISU

For each item on your list:

• Put an "X" by it if you think that the amount, accuracy, or quality of your knowledge being assessed/evaluated/measured by that method/type would be unfavorably affected by you having been deprived of sleep for the two days prior to the test.
• Put a "Y" by it if you think that the amount, accuracy, or quality of your knowledge being assessed/evaluated/measured by that method/type would be unfavorably affected by you being moderately-to-severely fatigued or ill.
• Put a "Z" by it if you think that the amount, accuracy, or quality of your knowledge being assessed/evaluated/measured by that method/type would be unfavorably affected by you being intoxicated.

Journal Activity---Part Two of Two

As a group, discuss the items in "Things to Ponder."

Things to Ponder:

Have you ever been in the situation where you knew something before you went into a test or examination, but when you needed that knowledge for the test or examination the knowledge was somehow not available to you---and then after the test was over, that information became available to you (without any outside influence)?

1. Within what limits did that particular test or examination evaluate your knowledge?
2. To what degree are the results of Part One (above) in harmony or agreement with your ideas about knowledge?
3. Are the methods/types of assessments/evaluations/measurements ostensibly assessing/evaluating/measuring your knowledge really taking stock of something other than just knowledge?
4. Are you affected by sleep deprivation, fatigue, illness, or intoxication?
5. Is a machine or computer affected by sleep deprivation, fatigue, illness, or intoxication?
6. What do you think the correlations are between learning and how well one does in an assessment/evaluation/measurement of his or her knowledge?
7. What do you think the correlations are between knowing and how well one does in an assessment/evaluation/measurement of his or her knowledge?

Journal Assignment:
E xplore your experience with today's journal activity and group activity. Use the questions in "Things to Ponder" (above) as a springboard.

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