[EMAIL PROTECTED] wrote:
> Would you like to hire an individuals who attained a grade of 80 knowing that > he/she made a number of mistakes in decision making but was given partial > credit? Isn't the purpose of education to produce student's who make good > decisions? "Good decisions come from good judgment. Good judgment comes from bad decisions". Don't recall who said that, but it seems pertinent here. As others have said, there are degrees of wrongness, and to lump them all together by not giving partial credit is, in my opinion, misguided. Keep in mind that exams are typically written with some kind of time limit that is pretty much set in stone, without the use of computers and often not even with the use of books and other support materials. This is not realistic decision making, and a certain amount of error is essentially forced on the students by creating this unrealistic environment. It is the professor's responsibility to recognize this, and to recognize the severity of each error in giving appropriate feedback and partial credit to the students. The process counts for much more than looking up the wrong degrees of freedom in a table, or rounding incorreectly, or fat-fingering a calculator key in the heat of battle. . . ================================================================= Instructions for joining and leaving this list, remarks about the problem of INAPPROPRIATE MESSAGES, and archives are available at: . http://jse.stat.ncsu.edu/ . =================================================================
