It's not clear to me whether recent posters are serious about these examples, but I will reiterate my previous post:
For most mathematics / statistics examinations, the "answer" to a question is the *process* by which the student obtains the incidental final number or result. The result itself is most often just not that important to evaluating students' understanding or knowledge of the subject. And therefore an unsupported or lucky answer is worth nothing. Stan Brown wrote: > Jerry Dallal <[EMAIL PROTECTED]> wrote in sci.stat.edu: > >Problem: Divide 95 by 19. > > > >Student writes 95/19, 9's cancel, leaving 5/1 = 5 . > >How much credit do you award? > > Perfect example! > > -- > Stan Brown, Oak Road Systems, Cortland County, New York, USA > http://oakroadsystems.com/ > "Really, Dr. Fara, such folly smacks of genius. A lesser mind > would be incapable of it." --Isaac Asimov, /Foundation/ -- Roy St. Laurent Mathematics & Statistics Northern Arizona University http//odin.math.nau.edu/~rts ================================================================= Instructions for joining and leaving this list and remarks about the problem of INAPPROPRIATE MESSAGES are available at http://jse.stat.ncsu.edu/ =================================================================
