Just when you thought the red ink had cleared...
What I find alarming about all of this is the largely unchallenged
assumption that the student's objection is somehow more justified if it is
"cultural". I strongly object to that notion.
I don't really care one way or another
At 9:09 PM -0500 4/24/99, Dr. Joyce Johnson wrote:
I think that "anxiety" meets Underwood's criteria for a fourth level
construct. There are multiple stimuli and multiple responses. The multiple
stimuli and multiple responses challenges the task of its operational
definition. It also meets the
Jim Clark commented:
I wonder if Stephen asked his class what they thought about
instructors who ask their class ... repeatedly ... about quixotic
things not relevant to the course? [Just a joke, as I suspect
that Stephen might not even have asked his class!]
Nah, of course I didn't. My
Donette Steele wrote:
"I am looking for some help. I am putting together a proposal for a new
class, at one of the community colleges, where I teach."
I must admit to being a little skeptical as to how many community college
students you could get to sign up for such a course, Donette. If
I want to thank those who responded to my fair grading question. It was
a relief to find that my criteria are not dissimilar to those of Miguel
Roig (from his web page). Paul Brandon and Annette Taylor make a
distinction between final course grades and intermediate grades for
drafts. I agree
At 08:45 PM 4/25/99 -0400, Pam wrote:
I agree with this completely and have explained to my students
that I will not assign final grades below their total points or average,
but I reserve the right to adjust "up" for those who are borderline and
have demonstrated significant growth.
Don't you
