Abstract
ABOUT midway through my third year of teaching sophomore English, it occurred to me that my students didn't seem to be learning anything. The more I thought about it and observed them, the more convinced I became that they were in fact learning nothing, except how to take tests; that is, how to memorize certain facts which they felt I felt were necessary to keep in mind long enough to write down on an exam, and then promptly forget. My attempted solution to the problem was this: to substitute independent projects for a unit exam, and to determine grades by a contractual agreement drawn up ahead of time, signed by the student and myself, which stipulated in detail specifically what work the student intended to com-
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
