At 10:38 AM -0800 11/24/99, RICHARD PISACRETA wrote:
>>Outrageous it may be, but not as an infringement of academic
>>freedom,
>The latter concerns the _content_ of course material presented,
>not the
>rigor with which it is taught or graded.
>
>Besides, tell me what grade distributions you want a
>Outrageous it may be, but not as an infringement of academic
>freedom,
The latter concerns the _content_ of course material presented,
not the
rigor with which it is taught or graded.
Besides, tell me what grade distributions you want and I'll
write the exams
to give them to you.
>PAUL K. BRAND
Hi
On Sat, 20 Nov 1999, Miguel Roig wrote:
> At 03:24 PM 11/19/99 -0600, you wrote:
> >I hope that my post didn't give the impression that unilateral
> >senate modification of grades was a typical thing. That happens
> >only rarely, and then only after a back-and-forth exchange with
> >the instr
Louis,
I agree that we too often confuse grades with rigour and that they are
really separate issues. I would also distinguish between "amount
learned" and "enthusiasm generated". I think that good instructors
always try to measure these items separately - either objectively or
subjectively
Hi
On Tue, 16 Nov 1999, Martin J. Bourgeois wrote:
> When I started here at the University of Wyoming last fall, I
> went through a new faculty orientation, and the dean gave a
> talk regarding grade inflation, and how we should all be aware
> of the problem. Then he explained something we keep
When I started here at the University of Wyoming last fall, I went through a
new faculty orientation, and the dean gave a talk regarding grade inflation,
and how we should all be aware of the problem. Then he explained something
we keep track of called a "grade differential index," which is a comp
OK, I stand corrected--these are NOT the results of a study,
these are compiled anecdotal data--probably just a teeny tiny
smidgen above single anecdotal data..
Of course, Jeff did make an "assumption". . . . . .
but the problem remains--we have a very high probation/drop
out rate that I KN
It's been a big problem here too. We have actually started a campus wide
dialogue about it and discussions about revising our general education
requirements. In part this is a result of having it finally thrust
under our noses in a way that is hard to avoid, the vast majority of our
Education stu
On Tue, 16 Nov 1999, Don Allen wrote:
> Louis,
>
> I agree in great part with wht you said, but I don't think that this is
> an issue of what grades mean (that is a _very_ important separate issue).
> The
> question that I was trying to raise, and I think that Jeff was trying to
> raise in
Louis,
I agree in great part with wht you said, but I don't think that this is
an issue of what grades mean (that is a _very_ important separate issue).
The
question that I was trying to raise, and I think that Jeff was trying to
raise in his original post was where do we draw the line and s
ginal Message-
From: Jeff Ricker [mailto:[EMAIL PROTECTED]]
Sent: Tuesday, November 16, 1999 10:13 AM
To: TIPS
Subject: Re: Handing out A's like candy
Annette Taylor wrote:
> I know that as a general rule we find that students who transfer
> into our school after 2 years at a J[unior]
Annette Taylor wrote:
> I know that as a general rule we find that students who transfer
> into our school after 2 years at a J[unior] C[ollege] are as likely
> as not to be academically dismissed after 1 year here [at the
> University of San Diego].
This is an interesting finding. I am assuming
I know that as a general rule we find that students who transfer
into our school after 2 years at a JC are as likely as not to
to be academically dismissed after 1 year here (1 semester for
probation and 1 semester for dismissal). A 4.0 from a JC tends to
be a very poor predictor of performance a
Why not collect some data?
At a local community college, there was much snarling and gnashing of teeth
between the humanities folks and the natural science folks about the quality
and grading of student writing. Finally, the administration decided to put
the question to a test. They selected 3
When students complain about getting a C, I have been known to offer them
the D that they deserve as an alternative.
At 12:12 PM -0800 11/15/99, Steve Jones wrote:
>--- RICHARD PISACRETA <[EMAIL PROTECTED]> wrote:
>
>> I have seen this phenomena for 20 years, and this is a four year
>>university.
AIL PROTECTED]>
Sent: Monday, November 15, 1999 1:07 PM
Subject: Re: Handing out A's like candy
> Jeff,
>
> We have sort of the opposite problem around here. In our department
> there
> is one prof (no names) who consistently grades students far more
harshly
> than the rest
RICHARD PISACRETA wrote:
> With so many schools
> following the business model, my guess is that they like courses that "keep
> the customer satisfied".
Surely, you meant to say, "facilitate student retention."
; )
--
*
* Mike Sco
The real problem, Don, is who is doing the viewing from whose
perspective. For example, you say your colleague is "more harshly" in his
grading. Yet, he might say, all of you are easier. The point is the
absence of an absolute and the presence of lots of relatives, and
theoretically roote
--- RICHARD PISACRETA <[EMAIL PROTECTED]> wrote:
> I have seen this phenomena for 20 years, and this is a four year university.
> Of late, freshman have been comparing their college courses to high school
> classes, e.g., "I got an A in my high school psychology class but am running
> a D in
Jeff wrote:
>
>There are certain general-studies couses that almost all students at my
>school take that are notoriously easy.
When students get into my
>course, they cannot understand why I am so "hard." I can't blame them
>for thinking this way about my courses when their experiences in certain
Jeff,
We have sort of the opposite problem around here. In our department
there
is one prof (no names) who consistently grades students far more harshly
than the rest of us. The mean for this person's intro psych sections are
always a full grade point lower than the department mean (p<.001)
At 12:18 PM -0800 11/19/99, RICHARD PISACRETA wrote:
>U of Winnipeg also has something like this, called a course
>comparison index (CCI). It shows the average performance of
>students in your class relative to their performance in all
>other
>classes. A university committee examines CCIs before
Hi
On Fri, 19 Nov 1999, RICHARD PISACRETA wrote:
> U of Winnipeg also has something like this, called a course
> comparison index (CCI). It shows the average performance of
> students in your class relative to their performance in all
> other classes. A university committee examines CCIs befor
U of Winnipeg also has something like this, called a course
comparison index (CCI). It shows the average performance of
students in your class relative to their performance in all
other
classes. A university committee examines CCIs before approving
final grades for presentation to Senate and can
Recently, I have begun to develop an appreciation for Louis Schmier's thinking:
his is such a unique perspective that I constantly feel pushed to question my
own assumptions about teaching (always a worthwhile endeavor). In response to a
post by Don Allen, Louis questioned the relativity of gradin
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