Hi, Very good question!
I agree with the previous comments about challenging the Y students more. You are not then lowering any standards, rather raising them where it seems appropriate to do so. If you give a very challenging midterm one-third of the way through the course the students will realize they have to work hard to do well. Could you ask for clarification from you chair about expectations for a mean score or final percentage? If you get a low mean you can always curve the grades till you get a feel for the true mean. Do you have any colleagues there who would share their exams with you? I don't think there's anything inherently wrong with adjusting your expectations for a group of students who should be performing at a higher level. They are probably more test-wise, articulate and sophisticated about "getting by". Challenge them so that the truly A+ students stand out. It would be interesting to know where the mean is in intro psych courses everywhere. Mine are typically around 68% but I've also had much lower and a bit higher. best wishes, Sally Walters PhD CapilanoU ----- Original Message ----- From: [EMAIL PROTECTED] To: Teaching in the Psychological Sciences (TIPS) Sent: Wednesday, July 16, 2008 6:22 AM Subject: [tips] Grading discrepancy Hi all, Hope you are having good summer down time. I need some guidance. The names have been changed to protect the somewhat innocent. School X is my full time job, school Y is a steady part time gig. School X is in a working class/poor neighborhood, school Y is in an affluent area of LA. Students at school X are more likely to be working and students at school Y are more likely to be fully supported by their families. Cheating is more likely to occur at school Y although it is not unknown at school X. I tend to monitor school Y students more closely because of this. In my psychology 1 classes, I teach and grade the same way. I offer open-book pop quizzes, exams with a limited number of notes allowed, one take home exam and a required term paper. My grade curve at school X is more evenly distributed than at school Y where it is much higher. I am getting in trouble because of the high average in my school Y classes and might lose this job (since school X doesn't always provide summer work - 10 month contract - I kind of don't want that to happen). I've taught at Y since 2000. I feel attached to it. I have considered the possibility that I am being a "lenient part timer" at school Y, but I really don't think so. If anything, when I sit down to grade the work of those students I am more likely to be in a negative frame of mind (the students at school Y are VERY immature and behave badly in class). The fact is they generally do better on the MC/objective sections of my tests than school X students. I am discussing this with my department head. I have considered going to closed book exams at school Y. She suggests using a curve. It seems unfair to me to do things differently at school Y just because they do better. They may be poorly behaved, but they are generally pretty bright. I am just looking for thoughtful opinions and guidance. I really believe I am being honest with myself and portraying this fairly. Thanks for your help. Nancy Melucci Long Beach CA www.kiva.org - check it out! ------------------------------------------------------------------------------ The Famous, the Infamous, the Lame - in your browser. Get the TMZ Toolbar Now! ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
