Warren wrote:
>
> >
> > : >One year, I tried letting the homework weigh into the grade (something
> > : >like 25-33%) because the previous year's class said there was so much
> > : >effort involved that it should be formally rewarded. The TAs spent more
> > : >time arguing over grades than they
>
> : >One year, I tried letting the homework weigh into the grade (something
> : >like 25-33%) because the previous year's class said there was so much
> : >effort involved that it should be formally rewarded. The TAs spent more
> : >time arguing over grades than they did grading homwork (I
> :
On 23 Dec 1999 20:01:02 -0500, [EMAIL PROTECTED] (Herman
Rubin) wrote:
> In article <[EMAIL PROTECTED]>,
> Rich Ulrich <[EMAIL PROTECTED]> wrote:
RU> ...
> >Actually, I see where I might want to be more arbitrary that just
> >changing a cutoff. How do you reward someone who is really trying
>
From: pbern10
> When I was an undergraduate at Georgia Tech in the late 1970s, an
> instructor for an upper level engineering class in which I was enroled
> raised cut offs if necessary to attain a normal distribution. We were
> *very* annoyed, but at GT in those days, no student would dare compl
In article <[EMAIL PROTECTED]>,
Jim Clark <[EMAIL PROTECTED]> wrote:
>Hi
>On Sat, 25 Dec 1999, Jerry Dallal wrote:
>> Herman Rubin ([EMAIL PROTECTED]) wrote:
>> : What is the purpose of homework? It should be to help learning,
>> : and this cannot be combined with being used for a grade. Those
Hi
On Sat, 25 Dec 1999, Jerry Dallal wrote:
> Herman Rubin ([EMAIL PROTECTED]) wrote:
> : What is the purpose of homework? It should be to help learning,
> : and this cannot be combined with being used for a grade. Those
> : problems which do not contribute to learning are a waste of time.
Her
Jerry Dallal wrote:
> I trust my students. They are graduate students in science and policy.
> They know the seriousness of misrepresenting someone else's work as their own.
> If, at this point in their careers, they are willing to sell their honor
> to cheat on an exam, they have bigger problem
T.-S. Lim wrote on 12/26/99 3:29 PM:
>I don't like take-home exams at all. It's very hard (almost impossible) to
>ensure that each student does the exam alone. It's true even for graduate
>students (I'm speaking from my own personal experiences).
I was stunned as well several years ago to hear
In article <8464rr$4v1$[EMAIL PROTECTED]>,
T.-S. Lim <[EMAIL PROTECTED]> wrote:
>In article <[EMAIL PROTECTED]>, [EMAIL PROTECTED] says...
>>Dear Dr. Dallal,
>>I'm interested in your statement about the 'take home portion of the exam'
>>and what weight you place upon an exam that can easily be
In article <843pnn$a2d$[EMAIL PROTECTED]>,
T.-S. Lim <[EMAIL PROTECTED]> wrote:
>In article <[EMAIL PROTECTED]>, [EMAIL PROTECTED] says...
>>Herman Rubin ([EMAIL PROTECTED]) wrote:
>>: What is the purpose of homework? It should be to help learning,
>>: and this cannot be combined with being use
At 07:34 PM 12/26/99 -0400, Richard A. Beldin, Ph.D. wrote:
>The only take home exam I ever felt comfortable with was in a business
calculus
>course. I assigned each student a different polynomial of degree 3 or 4.
one can easily do this for something like stat ... i do have large
data file
My professors at Michigan were also fair. Probably some of the same ones as yours.
However, my students have not always been fair - to themselves. Last term (my last
term, ending in June), I had one student in precalculus who reported that he had
failed the course four times (not unusual, there we
[EMAIL PROTECTED] wrote:
: Dear Dr. Dallal,
: I'm interested in your statement about the 'take home portion of the exam'
: and what weight you place upon an exam that can easily be done with the joint
: help of other individuals. How do you know what portion of the 'take home
: exam' is reall
The only take home exam I ever felt comfortable with was in a business calculus
course. I assigned each student a different polynomial of degree 3 or 4. Their
assignment was to obtain the definite integral between a and b (given constants)
by each of four methods with no more than 10% difference a
In article <[EMAIL PROTECTED]>, [EMAIL PROTECTED] says...
>
>Dear Dr. Dallal,
>
>I'm interested in your statement about the 'take home portion of the exam'
>and what weight you place upon an exam that can easily be done with the joint
>help of other individuals. How do you know what portion of
Dear Dr. Dallal,
I'm interested in your statement about the 'take home portion of the exam'
and what weight you place upon an exam that can easily be done with the joint
help of other individuals. How do you know what portion of the 'take home
exam' is really being done by the student, ONE HI
I wonder if all of us have experienced angst in assigning marks that can
affect the academic careers of our students. I always took it very seriously
and was concerned about the student who fell below some arbitrary cutoff I
ordained. I started teaching back in the '60s and have seen the rise
dennis roberts ([EMAIL PROTECTED]) wrote:
: At 11:09 PM 12/25/99 +, Jerry Dallal wrote:
: >I agree about respect. Respect and grades are two different things.
: >In graduate school, at least under my system, an A means this student
: >has given evidence of future success as a doctoral degree
dennis roberts wrote on 12/22/99 2:48 PM:
>in any case ... instructors are suppose to give students some reasonable
>description of the grading system used ... at the BEginning of a course ...
>which i assume would include some facimile of a grading scale ... or what
>one has to do to earn certai
T.-S. Lim ([EMAIL PROTECTED]) wrote:
: If homework scores don't matter in grade consideration, why should the students
: do them?
To learn.
: You can keep telling students that they need to do the homeworks to
: pass the exams but the fact is students won't care.
Most students do most home
At 11:09 PM 12/25/99 +, Jerry Dallal wrote:
>I agree about respect. Respect and grades are two different things.
>In graduate school, at least under my system, an A means this student
>has given evidence of future success as a doctoral degree candidate.
even on christmas day ... after eatin
In article <[EMAIL PROTECTED]>, [EMAIL PROTECTED] says...
>
>Herman Rubin ([EMAIL PROTECTED]) wrote:
>
>: What is the purpose of homework? It should be to help learning,
>: and this cannot be combined with being used for a grade. Those
>: problems which do not contribute to learning are a waste
a ([EMAIL PROTECTED]) wrote:
: I respect students who try hard and give their best. I have no respect for
: smart students who don't live up to their talents. If a student works full time
: and still can't do it, I'll never ever fail him/her. To me, the most important
: thing is that you give
Herman Rubin ([EMAIL PROTECTED]) wrote:
: What is the purpose of homework? It should be to help learning,
: and this cannot be combined with being used for a grade. Those
: problems which do not contribute to learning are a waste of time.
I agree completely. In my class, homework gets graded
In article <[EMAIL PROTECTED]>,
Peter Westfall <[EMAIL PROTECTED]> wrote:
>Herman Rubin wrote:
>> In article <83umq6$75s$[EMAIL PROTECTED]>, a <[EMAIL PROTECTED]> wrote:
>> >In article <83ugke$[EMAIL PROTECTED]>, [EMAIL PROTECTED]
>> >says...
>> >>In article <[EMAIL PROTECTED]>,
>> >>Rich Ulr
it is one thing to try to accurately assess and indicate what someone knows
or can do, this is not too difficult to accomplish ... but it is quite
another thing to give a grade .. which is a VALUE judgement as to the
"worth" of a performance ...
while we have decent tools to indicate the former,
Herman Rubin wrote:
> In article <83umq6$75s$[EMAIL PROTECTED]>, a <[EMAIL PROTECTED]> wrote:
> >In article <83ugke$[EMAIL PROTECTED]>, [EMAIL PROTECTED]
> >says...
>
> >>In article <[EMAIL PROTECTED]>,
> >>Rich Ulrich <[EMAIL PROTECTED]> wrote:
> >>>On 22 Dec 1999 14:47:38 -0800, [EMAIL PROTE
In article <83umq6$75s$[EMAIL PROTECTED]>, a <[EMAIL PROTECTED]> wrote:
>In article <83ugke$[EMAIL PROTECTED]>, [EMAIL PROTECTED]
>says...
>>In article <[EMAIL PROTECTED]>,
>>Rich Ulrich <[EMAIL PROTECTED]> wrote:
>>>On 22 Dec 1999 14:47:38 -0800, [EMAIL PROTECTED] (dennis roberts) wrote:
In article <[EMAIL PROTECTED]>,
Rich Ulrich <[EMAIL PROTECTED]> wrote:
>On 22 Dec 1999 14:47:38 -0800, [EMAIL PROTECTED] (dennis roberts) wrote:
>Actually, I see where I might want to be more arbitrary that just
>changing a cutoff. How do you reward someone
index.html *
- Original Message -
From: Herman Rubin <[EMAIL PROTECTED]>
To: <[EMAIL PROTECTED]>
Sent: Thursday, December 23, 1999 7:23 AM
Subject: Re: grading on the curve
| In article <[EMAIL PROTECTED]>,
| dennis roberts <[E
On 22 Dec 1999 14:47:38 -0800, [EMAIL PROTECTED] (dennis roberts) wrote:
[ ... TWO general kinds of "grading" on the curve ...
... how frequently each happens ...]
> 1. LOWERing cutoffs ... thus, INcreasing the #s of those getting various
> higher grades
I have never had th
In article <[EMAIL PROTECTED]>,
dennis roberts <[EMAIL PROTECTED]> wrote:
>this discussion is interesting ...
>there seems to be TWO general kinds of "grading" on the curve ... it would
>be interesting to try to "estimate" how frequently each h
this discussion is interesting ...
there seems to be TWO general kinds of "grading" on the curve ... it would
be interesting to try to "estimate" how frequently each happens ...
1. LOWERing cutoffs ... thus, INcreasing the #s of those getting various
higher grades
2. maki
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