Just a small addition to my psych teach post, based on lots of other postings:
If item analysis shows me an item I need to reconsider and on further consideration, I have to agree it wasn't good (I write new items for EVERY test and after 20 years my ideas can get loopy) then I just simply make the test out of fewer points. If I drop an item, and the test was out of 100, well, then it's out of 98. I am not bound by the 100 number as if that is some gold standard that cannot be breached. If I decide an item really was poor, and this happens on average for one item per test then I can't see giving anyone any points?!?! Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] ---- Original message ---- >Date: Tue, 13 Nov 2007 09:04:52 -0700 >From: "Penley, Julie" <[EMAIL PROTECTED]> >Subject: RE: [tips] Question about Exam Scores >To: "Teaching in the Psychological Sciences (TIPS)" <tips@acsun.frostburg.edu> > >So many people have weighed in, both here and in PSYCTEACH, and I agree with >the folks who do not curve. Particularly in situations such as Albert's, >where (1) students asked whether there would be a curve even before the exam >was given out and (2) at least 10% of students in each class earned an A on >the test. Given that these are probably Introduction to Psych students, I >believe they really do need to earn their grade in this class, as it sets the >stage for future PSYC classes they might take. I'm sure we've all seen >students who got an A in (someone else's) Intro. and then came into our >subsequent PSYC class and struggled mightily, perhaps suggesting they didn't >have the mastery of the material that their Intro grade suggests. > >Having said all this, I also do an item analysis (available with most Scantron >machines) on most of my exams, and give students additional points for 'bad' >questions (those in which the class did worse than chance on). > >Julie > >Julie A. Penley, Ph.D. >Associate Professor of Psychology >El Paso Community College >PO Box 20500 >El Paso, TX 79998-0500 >Office phone: (915) 831-3210 >Department fax: (915) 831-2324 > >________________________________ > >From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] >Sent: Mon 11/12/2007 3:29 PM >To: Teaching in the Psychological Sciences (TIPS) >Subject: [tips] Question about Exam Scores > > > > >Dear Colleagues: > >I teach at the community college, and this semester my teaching load is four >courses. Today, I administered the second exam in all of my courses and just >scored each of them. The average for each class is as follows > >Class 1- N=27 70% average raw score >Class 2- N=31 66% average raw score >Class 3- N=29 67% average raw score >Class 4- N=30 67% average raw score > >The exam consisted of 50 multiple choice items and scored on a 100% scale. My >colleagues at my campus are divided, some say that they deserve the score they >get, others will curve the exam scores. In fact several of my students asked >if I would curve even before I handed out the answer forms and exam booklets. > >Each semester I do have a handful of students who do not test very well, >however this semester I seem to have more of those that do not test well or >are not studying adequately for my exam. In each class three students scored >90% or higher > >My question is as follows > >At what point does one scale or curve the results and are there any specific >methods of doing so? > >Thanks > >Albert Bramante >Department of Psychology/Sociology >Union County College >[EMAIL PROTECTED] > > > > >________________________________ > >See what's new at AOL.com <http://www.aol.com/?NCID=AOLCMP00300000001170> and >Make AOL Your Homepage ><http://www.aol.com/mksplash.adp?NCID=AOLCMP00300000001169> . > >--- >To make changes to your subscription contact: > >Bill Southerly ([EMAIL PROTECTED]) > >--- >________________ >TNEF14557.rtf (17k bytes) ---
