Would you have given a different mark?

The student who obtained 0% in an exam … and how he did it.

Would you have given him a different mark???

Q1. In which battle did Napoleon die?

* His last battle

Q2. Where was the Declaration of Independence signed?
* At the bottom of the page

Q3. River Ravi flows in which state?
* Liquid

Q4. What is the main reason for divorce?
* Marriage

Q5. What is the main reason for failure?
* Exams

Q6. What can you never eat for breakfast?
* Lunch & dinner

Q7. What looks like half an apple?
* The other half

Q8. If you throw a red stone into the blue sea what will it become?
* Wet

Q9. How can a man go for eight days without sleeping ?
* He sleeps at night.

Q10. How can you lift an elephant with one hand?
* You will never find an elephant that has only one hand..

Q11. If you had three apples and four oranges in one hand and four apples and three oranges in other hand, what would you have ?
* Very large hands

Q12. If it took eight men ten hours to build a wall, how long would it take four men to build it?
* No time at all, the wall is already built by the previous 8 men.

Q13. How can you drop a raw egg onto a concrete floor without cracking it?
*Any way you want, concrete floors are very hard to crack

***

Source: Forwarded Email

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4 thoughts on “Would you have given a different mark?

  1. I would say the exam writer should receive a score of zero for asking poorly worded questions. The phrasing of a test question is very important and it could easily be argued that the student answered all of the questions correctly. I guess all of this depends upon the directions at the head of the exam.

    I always love a creative answer when I write a bad question. I always give credit for it as well. My mistake doesn’t make for student error.

    • I agree. In creating questions, as much as possible, we must relate it to real-life. I think that’s why a lot of students do not like mathematics or other subjects as well. They are disconnected to what they know.

      Of course, abstraction will come in later years, but in the earlier grades, we must use context within the students’ experience to show them the relevance of mathematics, or any other subject for that matter, in their lives.

  2. Give the student complete credit…the questions are vague. Just goes to show that the student could have mimicked whatever the teacher says is “right” or, answer in an imaginative way.

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