Gary and others: I like the approach of allowing students to make-up half points for their missed questions. My question is, does this practice lead to substantially higher overall averages on the quizzes? If so, and if you are under instituional pressures to maintain a certain final grade distribution or median grade, does this lead to a necessity to adjust final grades (i.e., curve them down)?
I hate to avoid using a great learning opportunity (such as a re-do) due to mundane administrative expectations, and so I'm wondering how you handle grading and if the above issues come in to play. I also have made it a practice to not curve grades, and have developed quizzes that tend to produce grades in the range that I'm aiming for (65-70%, depending on the course). Of course, one answer would be to make the quizzes tougher in the first place such that the re-done grades would fall in to the 65-70% range, but that does not seem like a viable approach. Looking for feedback on the issue of re-do's and "grade inflation" (I'm sure that term will draw fire; let's say instead "the production of grades that would be higher than the guidelines set out by the admin-heads"). -Max On Thu, 21 Mar 2002, Gary Klatsky wrote: > I've done this with my intro class for multiple choice questions. Students > need to write a brief essay explaining why the "correct" answer was the > right choice and why they picked the answer thy chose. If they do that > correctly I'll give them half the credit for the question. > > Gary J. Klatsky, Ph.D. > Department of Psychology [EMAIL PROTECTED] > Oswego State University of NY http://www.oswego.edu/~klatsky > Oswego, NY 13126 Voice: (315) 312 3474 > > -----Original Message----- > From: Rod Hetzel [mailto:[EMAIL PROTECTED]] > Sent: Thursday, March 21, 2002 1:01 PM > To: Teaching in the Psychological Sciences > Subject: RE: Redo > > > I have started the practice of having students write > > out the correct answers to questions that were > > incorrectly answered. > > Do you have them do this for multiple-choice questions as well as > essay/short-answer questions? Do you provide any external incentives for > them to do this? I think that some students who don't have enough internal > incentives to study enough for the exam in the first place would probably > not have enough incentive to redo incorrect answers. > > ______________________________________________ > Roderick D. Hetzel, Ph.D. > Department of Psychology > LeTourneau University > Post Office Box 7001 > 2100 South Mobberly Avenue > Longview, Texas 75607-7001 > > Office: Heath-Hardwick Hall 115 > Phone: 903-233-3312 > Fax: 903-233-3246 > Email: [EMAIL PROTECTED] > Homepage: http://www.letu.edu/people/rodhetzel > > --- > Outgoing mail is certified Virus Free. > Checked by AVG anti-virus system (http://www.grisoft.com). > Version: 6.0.325 / Virus Database: 182 - Release Date: 2/19/2002 > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology (519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
