Students give higher evaluations to those who teach ONLY rote memorization and routine calculation.
i am not sure there is evidence to back up this claim ... in fact, most decent students would not rate particularly high faculty who seem to only go by the book ... and have students ONLY memorize facts ... generally, i think students expect more from GOOD faculty than that and those faculty who only rely on doling out facts and having students parrot them back ... are downwardly evaluated
It is not grade inflation which is the big problem; the grades are essentially meaningless at this time. I cannot tell from a student's grades if the student has any understanding of the subject.
when did we ever really know that? just because A is supposed to mean high achievement and therefore we presume understanding ... we can't really know that JUST based on a grade ...
we have never had ANY agreement across districts, states ... as to what A or B ... etc. means ... these are all locally determined and have always been so
We need to raise the level of the courses to where they were in the 50s,
you mean make them harder and harder? let's see how long that will last in today's society
and to recognize that many, if not most, entering students have not had even the semblance of a decent high school education.
i think you are swooshing your broom much more widely that it is fair to swoosh ... there are still excellent high schools with excellent teachers who INSIST on a high level of effort and performance from their students
It is not that they did not learn what was presented, but that not much of any real importance was presented.
how can you ... or any other person ... really know what is happening in the thousands and thousand of high schools?
>And, I recently read, I believe in the Chronicle of Higher Education, >that grade inflation, while definitely occuring, is not a big deal. Even >if you are using only a 5 point grade field, the rank ordering of >students is still easily accomodated over the course of the several dozen >courses they end up taking in their career, particularly for schools on >quarter systems.
I consider anyone who would make such a statement to be uninterested in the quality of education. Why should I, or anyone else, care about the rank ordering in trivial pursuit?
i agree with this
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