I have to say that I am a bit amazed and taken aback that almost the vast majority of responses have suggested that we, as instructors might be faulty in only one direction of grading: erring against the students and therefore having to make a correction in the student's favor and against our better experience and judgement.
Comments have suggested that how can I be so sure my standards are correct? Well, maybe they're not, but then how can you be sure that your standards are faulty in only one direction? Why is that? Why isn't it equally possible that the error is the other way around? Is there any evidence one way or the other? I think I definitely err by giving students too much slack all semester long and so in the end, after very many years of teaching decided my standards needed to be elevated. These were NOT all A and B students I was teaching, but if I had the grading scheme I've seen from other schools, my god, I'd be passing students who absolutely are clueless about the science of psychology. I'm a bit apalled, frankly. I like the driver's license analogy and I can't think of anyone who tries the hard luck stories there. Reminds me of what I did to my kids--made them take the test in a stick shift car--and they failed several times before they got over their nerves during the test and made it through without ever killing the engine. Maybe that's a good insight into my general approach to learning in life. But both are so grateful they can drive a stick shift in any circumstance now! And yes, the occasions do come up! 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] --- To make changes to your subscription contact: Bill Southerly ([email protected])
