Jim -
Those are good points. It also depends on the target for grading. In grad
school, I once made a 72 on the final (the ONLY evaluation). I felt horrible. I
studied my sitting part off!! (No. I didn't complain I'd worked harder!) I was
sitting in stunned silence - contemplating what I might
Dear Steven,
50% is indeed the minimum grade needed to obtain course credit.
Over all courses at the university, the average is about 67%.
The average in the first stats course in our department is about 60%. The
course is difficult, and taught conceptually.
Sincerely,
Stuart
Dear Michelle,
I believe even more strongly than I did before that you did the right thing in
the case of this student.
I was using your case as a springboard to the issue of grading reliability in
general.
Sincerely,
Stuart
Dear Tipsters,
Anecdote:
In my first undergraduate mathematics honours class, the great Dr. Rankin at
the University of Glasgow set the following standards on Day 1:
At the end of the course, 70% or better probably means you are heading for
first class honours in 2 years time.
My favorite is the student who called (after receiving an F) and
repeatedly told me, In my mind I passed that class! I repeatedly told
him that what happened in his mind wasn't really the point.
He never seemed to understand.
m
--
There is no power for change greater than a community
This manifests itself often as an overweening sense of entitlement.
What matters is that they try; barring that, that they are somehow
intrinsically deserving of good grades.
Freaks me out.
m
--
There is no power for change greater than a community discovering what
it cares about.
--
That's a pretty well-known finding in social psychology.
--
There is no power for change greater than a community discovering what
it cares about.
--
Margaret Wheatley
-Original Message-
From: Michael Sylvester [mailto:[EMAIL PROTECTED]
Sent: Tuesday, May 08, 2007 8:42 PM
To:
Someone earlier suggested that a passing mark of 50% means that knowing
half the material is sufficient for passing the course. This
interpretation, of course, assumes, that our grading is on a ratio
scale. This strikes me as highly questionable.
The way we notate the pass threshold strikes
fundamental attribution error?
Ray Rogoway
[EMAIL PROTECTED]
On May 9, 2007, at 5:44 AM, Marc Carter wrote:
That's a pretty well-known finding in social psychology.
--
There is no power for change greater than a community discovering
what
it cares about.
--
Margaret Wheatley
Yep, with a dollop of self-serving bias on top.
m
--
There is no power for change greater than a community discovering what
it cares about.
--
Margaret Wheatley
-Original Message-
From: Raymond Rogoway [mailto:[EMAIL PROTECTED]
Sent: Wednesday, May 09, 2007 8:49 AM
To: Teaching
Self-Serving Bias: internal attributions for positive outcomes, external
attributions for negative outcomes.
Raymond Rogoway wrote:
fundamental attribution error?
Ray Rogoway
[EMAIL PROTECTED]
On May 9, 2007, at 5:44 AM, Marc Carter wrote:
That's a pretty well-known finding in social
Yes, the intentionally unintelligible social psych cant for the good old
fashioned Thinking too much of oneself. :-)
Chris Green
Raymond Rogoway wrote:
fundamental attribution error?
Ray Rogoway
[EMAIL PROTECTED]
On May 9, 2007, at 5:44 AM, Marc Carter wrote:
That's a
Speaking of SE and reliability issues, our local high school has a
grading program that calculates the precentage grade to 3 decimal places
and letter-grade distinctions are based on these fine distinctions.
My son received a 'B' (in psychology) because he missed the cutoff for
an 'A' by
Let me add a second thought to Stuart's point about the reliability of
our measurement. I have concluded that my empirical test scores are not
distributed symmetrically around the true scores, instead they
likely underestimate the true score over the course of the semester.
My argument is
I deal with this issue by allowing the students to replace one
exam grade with the grade they receive on an optional comprehensive
examination. Then there is the problem of students who spend their
rainy day credits during sunny weather -- they figure they have one free
exam drop, so they
link to the ethics for undergraduate TAs video created as part of class
project
http://video.google.com/videoplay?docid=-6451663526702344139hl=en
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Very NICE!
I looked for your students at MPA but didn't manage to see them.
We had a good trip though!
Missed seeing you
Susan J. Shapiro
Associate Professor/Psychology
Indiana University East
2325 Chester Blvd.
Richmond, IN 47374
(765) 973-8284
[EMAIL PROTECTED]
-Original Message-
I suspect we go on a bit too much with these student comments but they a
so healing for us all as we move toward this stressful time of the
semester. I mean Marc, that's an absolute classic--in my mind I thought
. . . Well, a bit scary also but whatever, thank you all for your
examples as they
My first semester of teaching I tried something similar. I gave four exams
with the option of dropping the lowest grade. The problem I ran into was that
if the student's received A's on the first three then there is no reason to
even attend class anymore since they already have an A average.
I have 4 semester exams and a comprehensive final. Students may drop
their lowest exam but must take all 5 exams to do so. This leads to A
students who have no incentive to study for the final but must show up
and take the final. Not surprisingly they still do very well. I have
mixed feelings
Been there, done that, and the don't put the information on it. At
least not my students.
On 9 May 2007, at 16:12, Joan Warmbold wrote:
I suspect we go on a bit too much with these student comments but
they a
so healing for us all as we move toward this stressful time of the
semester. I
I fixed that problem by having 4 regular required exams. Students could
take the optional cumulative final and I would only count the top 4
(out of 5) scores. That gave students an opportunity to replace a poor
earlier performance but did not excuse them from class or regular
exams. During the
I'm going to be teaching I/O psychology next fall, and we have a bit of budget
left to buy films. Anything work well for those of you in the field?
Beth Benoit
Granite State College
Plymouth State University
New Hampshire
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