Jim Clark wrote: > One year I decided to make the assignments voluntary (I can't remember why > although I am now being taken to task for using too many TA hours for the > course, and this might have been the case earlier as well ... much of TA time > is spent marking assignments). Guess what? Completion of assignments > dropped off precipitously! My conclusion, even strong, well-motivated > students have difficulty working hard when there is NO direct consequence > with respect to grades. I can only imagine what the situation would be for > weaker, less motivated students. > >
It is interesting that you say that. My experience has been somewhat different. I have never marked the weekly assignments in my stats course, mainly because there isn't sufficient teaching assistance to do so given my class size, but also because I think it gives students an opportunity to do some guided work without every mistake they make ending up in their final grade. Instead, I have the teaching assistant simply go over the assignment at the start of the next class. I cannot tell you what proportion of them do the assignments (though nearly all of them turn up to hear the TA each week). Their "motivation" is mainly that I tell them that the four tests throughout the year will prove rather difficult unless they have had the practice of the assignments (at a minimum). Those who don't believe me often get a shock when their first midterm test arrives and usually change their behavior. (And what of those few who are able to navigate my tests without taking the assignments seriously? More power to them.) Regards, Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 [email protected] http://www.yorku.ca/christo/ ========================== --- To make changes to your subscription contact: Bill Southerly ([email protected])
