Betwixt and Between

Ok, so I have to vent about this. Test grades were posted today for my cognitive psychology class. I didn’t do as well as expected. In fact, in terms of my own standards I did poorly. Considering I made a point to study for this test almost everyday (no there is no hyperbole there) for two weeks in advance to ensure my test grade would rise from the first exam, I am fairly upset. Not to get into specifics of my GPA and my academic performance, but I certainly take pride in my own academic achievement. I am by no means a genius. I have worked very heard to reach the upper echelon of my class and for the past 4 years my academic performance has reflected that. However, this semester I have encountered a situation where it seems no matter how hard I work, I cannot produce the same caliber performance as I have been able to produce many times in the past. I let the first exam slide, citing my own lack of preparation. But when I performed poorly on the second exam, an exam I tirelessly prepared for, I knew something was wrong.

I requested to speak with the professor. He and I discussed the exam (well actually it was me looking at my test in silence most the time while he showed me my answers on his computer with ostensible annoyance that I, a student, would challenge his authority as a teacher). A couple of the questions I got incorrect were obvious blunders and I recognized that. It happens. But the other questions I got wrong had such varying degrees of ambiguity that I was astonished he didn’t recognize it. I stopped to inform him that I was especially worried because I am usually a stellar student and my poor performance on his exams is very atypical. He responded with hardly a constructive comment. “You just over-thought the questions.” He proceeded to tell me that I might know too much and that my own intelligence was getting in the way of my performance on his exams.

Wait, what?

So you’re saying that because I’m too smart, that I am going to do poorly on your exams? Is that counter-intuitive to anyone else? Just to make a brief comment here: I don’t think I’m too smart at anything… but I will recognize that I enjoy school and believe that if you put all your effort into something, you will see results. The look of confusion on my face had to of been noticeable. I replied stating that if that was the case then something is wrong with the system (the “system,” I know I know… but you get my point). Exams are suppose to reflect the intelligence level of students to some degree with regard to the content being covered. I was totally unaware that knowing the content too well would be cause for a poor grade. Granted, I’m assuming he actually meant what he said and that his comment was authentic. He may have told me that to shut me up so he could get on with his day… I wouldn’t put that past him or many other professors (not all but most). Assuming that, his remark would be utterly patronizing. So either way it’s F-ed up. When I told him that I had set a goal of achieving academic honors and that I planned to apply to graduate schools in cultural anthropology he simply told me that graduate schools don’t really care about GPA or graduation honors and that I should focus on getting experience and doing well on the GRE! :::fuming::: Ok, I know GPA isn’t everything but this guy couldn’t even appreciate not only my personal goal but that I planned to go to graduate school in a field entirely different than his (and that the state of the economy in the US is increasing competition for applying to graduate programs).

Surely such broad generalizing doesn’t have a place in the scientific discipline of psychology. Although it appears that many psychologists seem to think their research with American college students generalizes to the entire world. So maybe it does.

Moreover, we came across a question that, in my opinion, was so ambiguous that he should have thrown it out. I stated my case to an expressionless face of pedagogical rigidity. He hardly entertained the idea and, despite my demonstrating that I obviously knew the material and could make inferences beyond the content given, refused to even consider awarding me the points for the question.

When I realized I wasn’t going to get anywhere with this guy, safe in his ivory tower of academia, I decided to leave. Not only was I pissed, but even more so, I was disappointed. Disappointed in the reality that this “teacher” wouldn’t even consider the opinions of his student. Wouldn’t consider making any exceptions or accept that multiple choice tests aren’t the best way to measure knowledge. His inflexibility with respect to his own pedagogy represents everything that is wrong with the state of higher education. The message is absolutely clear: listen, be quiet, obey.