logical Sciences" <[EMAIL PROTECTED]>
Sent: Friday, October 22, 2004 9:51 AM
Subject: RE: improving student performance and grades through extra credit?
Hi, All --
I don't have advice about this, but I do have some questions and
comments.
First, though, you should know of my incipient
Hi, All --
I don't have advice about this, but I do have some questions and
comments.
First, though, you should know of my incipient curmudgeonhood. I'm
right on the edge.
So, we present material to students, we generate exams that are based on
material that we have largely covered (or at th
I do the same as most other people have mentioned. I give back the scantron
and test and ask them to correct the answers (but I only give back 1/4 of
the points - each question is worth 2 points and they can get back .5 for
each correct response). They must give a reason for why something is wro
Title: Message
Vincent Prohaska wrote: "Sometimes I have offered to downweight the
first exam score of students who do better on the next exam (for example, if the
first exam was worth 20% of the final grade, I might offer to cut it's weigth to
15% or 10% if the student's second grade improv
Hi All,
I've gone to using quizzes in each class to try to get students to keep up with the
reading and prepare them for exams. But grades on the first exam especially are often
low. I dislike extra credit because I find students often do it at the expense of
keeping up with the regular classwo
I have tried setting the top score earned on an exam as the "100% "
score, and have also had students provide written explanations of the
correct answer for each test item for half-credit, but the "adjustment"
I most often make, which has worked fairly well for me, is based on
looking very care
I've been facing this similar issue with low test grades.
I decided to give the students regular quizzes on the chapter readings, leading up
to the tests. These little quizzes are extra points, but definitely earned by
studying. The average test grade went up by 5 points after doing this (but
A now-retired colleague of mine said that "extra" credit work would only make sense after successful completion of the expected work. A student who is failing isn't doing the expected work.
On the other hand, an unusually high percentage of failures suggests that something might be going on th
I don't give "extra credit" but I do offer a make-up policy ONLY to students
who come to see me 1:1--this could be difficult if you have too many
students.
For half credit, for MC items they have to write two sentences for me:
(1) why the answer I say is "correct" is the best one of the choi
For my Intro class I let my students correct their answers on the weekly
quizzes and will give them 50% of the points. The corrections are short
descriptions explaining why the correct answer is the correct answer.
Gary J. Klatsky, Ph. D.
Director, Human Computer Interaction M.A. Program
Departme
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