This is very close to what I have done in the past but I go through and only give 50%--MUCH easier to calculate! And just as Joel indicated, I do it on an item by item basis, so that's enough punishment for any of my wrong-going.
In fact, I just did this for the 7 students out of 38 who failed my first intro exam. Amazing how some students can just ace this stuff and others just struggle. But it works pretty well; I have some assurance that they now "get it" and they have some points added to their scores. I let them talk with anyone they want, so they can collaborate, but the answers have to be clearly distinct, and I make that point. I think they learn MORE from the collaborations during re-writes than from anything else I or they do. Of course here is the easy way to move on: just curve the danged grades. Do a Z-score transformation or whatever, and move on. STOP beating yourself up. I also agree with the person who said that the students had plenty of time to take responsibility for their own learning; AND you might start a dependency precedent. PLUS, never show any weakness--it will come back to haunt you. I suspect you are looking at yourself first because the grade deficit was so much across the board, but it just may not be the case that it's you at all. I always remember the best advice I ever got as a young parent: children grow in spite of us, not because of us. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] ---- Original message ---- >Date: Sun, 12 Oct 2008 12:49:37 -0500 (CDT) >From: "Joel S. Freund" <[EMAIL PROTECTED]> >Subject: Re: [tips] What would YOU do? >To: "Teaching in the Psychological Sciences (TIPS)" <[email protected]> > >Carol, > When that has happened, I printed new copies of the exam, and wrote >student's name on each. I did not give them the old exams, but I did give each >person his or her total score, written on the top of the blank exam. I told the >class that they had done very poorly, and that here was an opportunity to >improve their grade. They were to take the test home, and to retake it. They >could use their texts, but not their friends, dog, etc. I would regrade the >exam >and add 60% of the increase in points. I graded the exams again, and on a >question by question basis, calculated the increase in points, and added 60% of >that number to their previous score. I ignored any questions on which they did >more poorly, thus the retake could only help them. The result is they had to >spend time with the material, and actually write answers. > The procedure seemed to go over well, and they learned the meaterial. > > > Joel > > > > > Joel S. Freund 216 Memorial Hall > Department of Psychology > Fayetteville, AR 72701-1201 > > Phone: (479) 575-4256 > FAX: (479) 575-3219 > E-MAIL: [EMAIL PROTECTED] > > >Lord, give me patience, but I want it right now. - anonymous >Whoever is out of patience is out of possession of their soul. Francis Bacon > > > > > >On Sun, 12 Oct 2008, DeVolder Carol L wrote: > >:-)I recently gave an exam in my 300-level Brain and Behavior class, and my students bombed it. I mean really bombed it--every last one of them. For various reasons that don't matter, I do take the blame for it. I have been distracted and not doing a good job of teaching the course. That doesn't excuse the students from reading the text and knowing the material; it's basic but important stuff such as action potentials, lobes and their function, etc., but it can be difficult without help. My question is this: This particular exam is worth 20% of their grade; they have 2 more exams, a paper, and activities, each worth 20% of their grade (the activities sum to 20%). How can I correct for my part of their lousy performance? I feel we need to move on (the semester is nearing its midpoint), but I don't want them to go away from this course without understanding the material. Should I repeat coverage of the material and retest them? Should I give them a take-home assignment over it? Should I discard this test and work the material into their activities? I've never really had this happen before (thank goodness) and I don't want the students to suffer from my lousy job of teaching. What would others do? >:-)Thanks, >:-)Carol >:-) >:-) >:-) >:-) >:-) >:-) >:-)Carol L. DeVolder, Ph.D. >:-)Professor of Psychology >:-)Chair, Department of Psychology >:-)St. Ambrose University >:-)518 West Locust Street >:-)Davenport, Iowa 52803 >:-) >:-)Phone: 563-333-6482 >:-)e-mail: [EMAIL PROTECTED] >:-)web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm >:-) >:-)The contents of this message are confidential and may not be shared with anyone without permission of the sender. >:-) >:-) >:-)--- >:-)To make changes to your subscription contact: >:-) >:-)Bill Southerly ([EMAIL PROTECTED]) > >--- >To make changes to your subscription contact: > >Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
