I recently gave a quiz on a textbook chapter; they had done six exercises applying the ideas in the chapter. The ten item quiz had application and evaluation questions; I had taken the questions from the book’s test bank.
As each student came up with the quiz, I corrected it. Next I asked the students to reread the question and tell me their thinking for their answer. However, about 3/4 of the “wrong” answers were not “wrong” if you explored the students’ thinking. In one question, the book had the correct answer as the four steps in the negative message, a student reasoned that it was more important to think about your negative message first and then plan your four steps around it. I agreed with him. In another question, a student said that a certain positive word in one of the answers might go against the negative bad news so she selected another answer. Good thinking.
I was overwhelmed by how thoughtful they were in their thinking. They were “right”!
Education with Technology Harry G. Tuttle 
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