TEACHSOC: Re: grading quizzes

[D. Angus Vail]

Hi, Laura and other dear teachers.  In my deviance class, I have students write reaction papers for each of the books we read.  I have it in my syllabus that I'll collect some but not all and that I'll drop the lowest grade among them (this is because students who are doing presentations on a particular book also have to write presentation papers--thus, those students won't have to write two at the same time).  The reaction papers are only 2-3 pages, but they are long enough to insure that they come prepared.  It seems to work pretty well.

D. Angus Vail
Department of Sociology
Willamette University
900 State Street
Salem, OR 97301
Phone: 503.370.6313
Fax: 503.370.6512

"It's not enough to know that things work.
The laurels go to those who can show HOW they work."

>From: laura kramer <[EMAIL PROTECTED]>
>To: teachsoc@googlegroups.com
>Subject: TEACHSOC: grading quizzes
>Date: Sun, 31 Jul 2005 13:37:07 -0400
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>I have just had the numbers of students in my two sections of social
>problems increased by a hefty amount. While i have found pop quizzes
>very useful (in a variety of ways) and give lots of them so none
>counts a whole lot (but as a whole, they do, so it's a good
>incentive to come to class prepared), i am concerned about practical
>issue of all the grading.
>
>so...one person has suggested to me that i give these quizzes as
>often as previously, but tell students that not all will be graded;
>some days i will and some days i won't (in fact, she suggests a roll
>of the dice, in front of all the students, by a student, immediately
>after collecting the work) so that people know right away if it's
>going to count. (if i grade a quiz, i do grade everyone's, just so
>that's clear)
>
>this is very different from anything i've tried in the past, i am
>interested in people's thoughts on it.
>
>thanks, in advance, laura
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