I would like to hear some comments on how we are supposed to both foster understanding and enable good grades for students while, at the same time, supposedly coming up with a specific class average (lets say 68% (or higher for more senior courses)). For example. Frequent testing with concentration on major learning points will foster greater understanding and higher grades. Paper assignments where students are encouraged to hand in drafts up to the final paper all but guarantees an A paper. My students also frequently ask for "study guides" for exams, so they know what to concentrate on. Anyone know how one can do these and similar things, which are advocated by books on pedagogy, and yet still deliver a reasonable average for administration (without curving grades)? --Mike
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