I use the points system to help students understand and calculate their grades since I give a number of assignments with different weights. This also helps with the issue of "Gee, I was so close to a "C" - I'm only 2 (%) points away!" If the class has 500 points and the student is told that they missed by 10 points, there are fewer arguments. The problem is that many of them are positive that they will pull up their grade even when I clearly let them know what their grade is - that, somehow behaviors will change and they will no longer fail exams, they will actually turn in assignments, begin participating in class, etc. and be able to make that passing grade. The other problem is that students don't view the grades in terms of points or percentage - rather the grade. For example, I had to explain to a student why she received a "B" when she had made 3 "A"s and 1 "C". I told her she just barely made the "A"'s (around 90% on each test), but also barely made a "C" (70%) and that dropped her to a "B". I have had students argue for 1 point on a test so it brings it up to the next grade, but not even think about arguing for the point if it doesn't or that this student wants the extra credit applied to one test because it wouldn't change the grade on the other test (again, even though I have explained how a point is a point - they are added together anyway).
Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
