Judge Philip Banks wrote:
seaguy2010 wrote:When you say based on your own profs, does that mean that you have been able to access the class information? If you could, please let me know where we can get to that.
Also, I have a couple other questions about exams:
*How is the curve determined on basis of the different sections? Since there are different professors teaching each section, how is the overall yearly curve formulated?
*Regardless of professors, are exams pretty typical throughout (standard IRAC type model applying)?
Loyola should have emailed you at least twice with a link that includes your profs. They also sent you a separate email at least twice with a link to the orientation site, which shows your section.
For your curve question, read section 5.0 in the student handbook. Everything is explained clearly there.
The type of exam definitely depends on the professor. Every prof is different. Some have multiple choice or short answer questions on their exams (obviously not issue-spotters). Others just have straight up issue-spotters.
A few caveats: It is very rarely multiple choice OR short answer. The most common form of testing is a 3 hour exam. It could be one long issue spotter, one long hypo with specific questions, 2-3 shorter hypos with 1-3 questions each, etc. Multiple choice, if included, will 99.9999%* of the time be in addition to
some form of essay question.
How they test you in the above ways is what separates one proff from another. I had one who LOVED if we separated each and every issue and step with headings. I had another who preferred essay-like paragraphs with only distinctions being between large issues or individual questions.
*: Professor Nockleby, last year, gave our section 4 exams over the course of a full year course. Before you start readying the cyanide capsules, let me explain. The first exam was based on only intentional torts. Half of the grade was on multiple choice. The other half (unlike every other professor in the school, to my knowledge) was NOT a short answer question/essay.
Rather, he gave a fact pattern based on a note case [a case mentioned in the questions and hypos section following an assigned reading] and asked us to write a well constructed "issue statement." He will explain to you what he wants, so don't worry if you can't figure it out now. That is the only time I have ever heard of a professor giving a multiple choice portion without an essay. BTW, the test was worth about 10% of your total grade. The other two midterms we had were also about 10-15% of our grade, with the rest of our grade riding on the final.