On Sat, 18 Jan 2003 21:25:07 -0500, Stan Brown <[EMAIL PROTECTED]> wrote:
> Stan Brown <[EMAIL PROTECTED]> wrote in sci.stat.edu: > > >After most quizzes, I show the class the median and mean. I have > >sometimes thought about displaying the further information mentioned > >above, but have desisted exactly because I'm concerned about hurt > >feelings. > > I've been reading people's comments with interest. The consensus > seems to be that it will do no harm to display a list of grades, > properly coded so that students can't infer each other's grades. > > On the other hand, are there actually any positive benefits to doing > this? Does it actually give students enough _useful_ information to > justify the extra effort? Quality control? In 1966, I complained to a psychology professor that the grading on the second Hour exam, which was in sentences, seemed to have been shoddy. The exam entailed describing of research studies in the Readings. People I knew who didn't study beyond reading the abstracts scored better than people, including me, who had read every article. - My working hypothesis was that TAs who did the grading had only read the abstracts. - My further evidence was the negative correlation between the 1st Hour exam (multiple choice) and the 2nd. I could document that because the scores for both exams were still posted. - The result of my complaint was that the scores for the 1st exam were immediately taken off the bulletin board. By the way, last year, some mother took a school into court because her child was being shamed by having rotten papers handed back in public, in class. The mother lost. -- Rich Ulrich, [EMAIL PROTECTED] http://www.pitt.edu/~wpilib/index.html . . ================================================================= Instructions for joining and leaving this list, remarks about the problem of INAPPROPRIATE MESSAGES, and archives are available at: . http://jse.stat.ncsu.edu/ . =================================================================
