Exit Slip: Revisiting inquiry project ideas

I still feel that my ideas are relevant to me for my inquiry project (http://amadeuseduc450b.blogspot.ca/2017/09/entrance-slip-inquiry-topic.html). However, there are some new ideas that have grasped my interest, especially after today's class on "are marks accurate?"

Marks have been a form of assessment for longer than I can remember and I don't think answering the question "are marks accurate" is black/white. However, I do feel that I stand more on the side of yes, they are accurate. This brings up the topic of assessments: what are the best ways for biology to be assessed (multiple choice, short answer, essay, presentations, etc)? Is there a best way? How can we prevent students from learning to take tests and get them to learn for their own knowledge? I believe this comes down to objectives that differ. Students often want to learn so that they can get good grades, while teachers often teach so that they can educate students. These objectives are subtly different from one another and until they become the same objective, assessment will be a tough puzzle to solve.

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