You may want to consider having students use techniques that are supporting
improved study habits as counting toward credit as another tactic to lead
to improvement. These could include having students complete the online
practice tests available with pretty much all textbooks with a requirement
t
No, I don't believe rewarding poor performance is the intent at all. Rather, it
sounds like Michael wants to reward honest effort and is trying to come up with
a way that is workable. It's why I use multiple measures (exams, homework,
other written work, etc.) so that I'm not assigning higher gr
And the slide toward rewarding mediocrity continues
unabated.. We've already dumbed down so many of our intro
courses and now we're looking for ways to moderate the effects of poor
performance.
Edward I. Pollak, Ph.D.
Professor Emeritus of Psychology
West Chester Universit
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
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
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
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
