I think this is a good issue. I have difficulty sometimes explaining the
difference between quality and quantity to my students, when discussing
studying for the most part. That is, I get the students who say "But I
studied for a week for your test!" I then try to give an impromptu class
discussion on studying, e.g., repetitive vs. elaborative rehearsal, etc.
I try to suggest to students that it's not the time they spend but how
they spend their time. Not sure it works. Best I can suggest is to offer a
model or suggestion of an efficient way to study/write the assigement, so
they know a bit more of the HOW, and thus don't measure their effort
purely in the time taken to complete the assignment.
Good luck,
David W.
On Mon, 29 Mar 1999, Kathleen Morgan wrote:
>
> Hi Tipsters,
> I have a bunch of students in my class who are upset because
> the amount of effort they are putting in to a set of writing assignments
> does not "equal" the grade they are receiving on those assignments. That is,
> the students are confounding time put in to a project with the quality of
> the final product.
> How can I best explain to them the difference here? I tried using
> the metaphor of going to the gym to lose weight; sometimes you put a lot
> of effort in, for no apparent net gain. High effort does not equal or
> necessitate high grades.
> But still, I have some disgruntled customers who are complaining
> bitterly (by the way, they may rewrite assignments for a higher grade, with
> no penalty).
> How can I address this issue with my class? Your help is sorely
> needed.....
>
> Thanks!
> --kathy Morgan
> [EMAIL PROTECTED]
>
