That is also my take on the situation. Whatever opportunity is given to this student should also be given to other students who may or may not have shared their difficulty backgrounds or struggles. Because it appears to be a special (and rare) case perhaps it is possible to give the student a cumulative final (as someone suggested) to show that the material has been learned above passing or possibly give the student an incomplete and allow him/her to sit in on the class again (for free). I also want to echo the thought that there are cost to others of passing a student who has not earned it (it is not cost free). Faculty appear to already have poured enormous time and energy into helping the student succeed. What message would you be sending if you still allowed the student to pass who was obviously not passing despite all the time and energy. What message does it send to other students (about requirements for success) and to faculty (about assigning grades in a fair manner). Obviously a difficult situation but I think I would focus on fairness to other students and faculty. Marie
**************************************************** Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 http://www.dickinson.edu/departments/psych/helwegm Office hours: Monday 10:30-11:30, Tuesday & Wednesday 2:00-3:30 **************************************************** From: David Campbell [mailto:[email protected]] Sent: Monday, January 12, 2009 12:49 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] An analogy for the Weighty Problem Bob Intrieri said, "the most important issues that Carol DeVolder must answer is: was this assessment fair?" I interpret this to mean "fair to the other students" and I think it is a central issue. All low-performing students have explanations for their minimal performance -- resource-deficient backgrounds, illness, distractions from personal affairs, lack of genes for "conscientiousness," and so on. If you offer a special deal to benefit one vocal low performer, then I think you must advertise this opportunity to all other low performers. Fairness is a requirement for our grading practices -- it isn't an option. --Dave -- ___________________________________________________________________ David E. Campbell, Ph.D. [email protected] http://www.humboldt.edu/~campbell/psyc.htm --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
