Herman Rubin wrote:
> In article <[EMAIL PROTECTED]>,
> John Kane <[EMAIL PROTECTED]> wrote:
> >Herman Rubin wrote:
>
> >> In article <[EMAIL PROTECTED]>,
> >> John Kane <[EMAIL PROTECTED]> wrote:
> >> >Stan Brown wrote:
>
> >> >> Herman Rubin <[EMAIL PROTECTED]> wrote in sci.stat.edu:
> >> >> >Test for understanding, not for imitation of robots. Give
> >> >> >a few multi-part problems, and be sure to give partial credit.
>
> >> >> Excellent advice. I do (try to) test for understanding, by posing
> >> >> problems in real-world terms and seeing if the students know which
> >> >> test or calculation to do in which circumstances. Calculators are
> >> >> allowed for all work. And yes, I give partial credit where it's
> >> >> warranted. On the other hand, I don't give credit where work is not
> >> >> shown. In my view, the "right" answer is worthless if you can't
> >> >> justify it.
>
> >> >If there is a 'right' answer how do you justify not giving full credit
> >> >for a 'right;' answer?
> >> >For partial answers of course you need to see the work however if the
> >> >answer is corret then unless you suspect cheating I cannot see how you
> >> >cannot give full marks. This assumes there is an objective numerical or
> >> >verbal result.
>
> >> I recall one test in an elementary decision theory (college
> >> algebra level, following probability) in which in one problem,
> >> students were asked to compute the Bayes risk as a function
> >> of the discrete action, and in the next problem to state which
> >> action was best.
>
> >> One can ask which event has a higher probability, and give no
> >> credit if the answer is based on incorrect ideas.
>
> >So you are marking on non-independent questions if I understand you. Ergo
> >assuming a mistake on A then a mistake on B is given if the candidate
> >correctly understands what he/she is asked? I hope I am misreading this.
>
> In practical situations, the user will compute little.
> Knowing what the problem means, and what the answers mean,
> is far more important.
>
> This is especially true for the one who will not be an
> expert.
>
Then I did misunderstand your earlier post? The decision based on A is not
influencing the decision at B?
Then why did you say; "The grading of this answer was based on the answer to
the previous problem." ?
--
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John Kane
The Rideau Lakes, Ontario Canada
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