First, forgive me for stepping out of a long-entrenched role as lurker.
Do any of you have a system to formally grade/reward improvement on
course work (e.g., tests) as a component of the total course grade?
In the background, I'm thinking that it must be possible to measure
student learning
Tricky issue. Could be major problems if 60&80 got higher mark than 80&60 or
70&70 or any other combo producing same average. Perhaps some formula to apply
it to just low scoring students so they don't jump over other students? Not
clear if that is possible.
Sent from my iPhone
> On Aug 10, 2
Mike O.
Just to clarify are you wanting a measure of learning that is not consistent
with IQ? In other words, you want to parcel out the effect of IQ on
learning?
Did I understand that completely?
Bob I
-Original Message-
From: Michael Ofsowitz [mailto:m...@rochester.rr.com]
Sent: Wednesd
I consider demonstrated improvement when determining final grades. I tell
students that I will round up at 89.5, 79.5, 69.5 if they have improved over
the course of exam performance. Otherwise I hold a very firm line stating that
there must always be a cut point.
While I can see that a students
Michael,
Rather than providing bonus points for improved grades, you could consider
making the early work (assignments, essays, quizzes) worth proportionally less
than later work. That way, the students aren't "penalized" as much if they get
lower grades on early work compared to their later wor
