[EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote: > What I am concerned with is the attitude that "I should get partial > credit, after all I did some of the work correctly." Student's must > learn that the final answer upon which a decision is based must be > as accurate as possible. Assuming that errors can be made along the > way and the final answer, although incorrect, is okay to use is not > the approach we want to teach.
This assumes that learning how to get the right final answers on exams should correlate with absense of mistakes "in real life". I doubt there is such correlation, or it can even be negative. This is especially true for those who are preparing to do scientific research "in real life". There are routine ways to go back and correct mistakes before reporting your findings. Students simply need the understanding of this. But the understanding that "in real life" you have to make sure your work is accurate is trivial, has nothing to do with the tests, and surely cannot be improved by punishing for sloppiness on exams. > Student's have to know that they will have to take responsibility > for their calculated answers and proposed dicisions in the real > world. Hitting them with a stick should do it. -- # syrahz_derzai ; at yahoo.com . . ================================================================= Instructions for joining and leaving this list, remarks about the problem of INAPPROPRIATE MESSAGES, and archives are available at: . http://jse.stat.ncsu.edu/ . =================================================================
