Harry- I think you are correct about us sometimes reinforcing lying. On the other hand, it seems to me that once it becomes known that we are willing to give them the opportunity when they tell us the "surprizing" truth we may well be reinforcing not studying for our class (since they may fear not studying for one that will not give the extension they'll choose to not study for ours). I admit that I'd rather be on the end of reinforcing telling the truth but I wonder if I'm not rationalizing since those aren't really the only options we have. I find that allowing such make ups also engenders a certain resentment among the better more preparred students (well some anyway. Some are too busy worring about learning to care very much!). Sometimes I admit that I have to retreat to practical solutions. For example, I do portfolio grading in the history and systems class (senior level seminar class) and tend to have the attitude that I'd rather them take an extra day and give me a better set of answers to the take home questions. They get to do revisions and it makes less work for me if they turn in better papers. On the other hand in introductory psychology I tend to have a no-make-ups rule. Actually they can make up ONE test for any reason at the scheduled time of the final exam but it is a different and harder test. Otherwise I tell them absolutely no make-ups. Of course, even that does lead to the occasional problem as I probably would make allowances for a death of a close relative- HEY- I've come in a complete circle. Seriously, I don't know that there is a simple way out of this that doesn't become way too dogmatic to my way of thinking. I will admit that teaching at a small liberal arts college provides me some more room and I tend to know my students better than if I had sections of 300. (Our clas size limit in the department is 25 though sometimes intro swells to the gigantic proportions of 30!!!) :) Tim S.
********************************************** Timothy O. Shearon, Ph.D. Department of Psychology (Chairperson) Albertson College of Idaho Caldwell, Idaho ph- 208-459-5840 teaching interests: neuropsychology, history of psychology, developmental (topical), intro -----Original Message----- From: Harry Avis [mailto:harryavis100@;hotmail.com] Sent: Monday, November 04, 2002 12:04 PM To: Teaching in the Psychological Sciences Subject: Re: Welcome to University? Fw: Test??? There was a time when I took a hard line as well. Then one day a student came to me and said, Can I take the exam on Monday instead of today (Friday) I asked in a threatening voice (which I am quite good at)"Why?" He replied - because I haven't had time to study. I was so taken aback by his truthfulness that I said yes. Harry Avis PhD Sierra College --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
