We have the same problem. I am one of a few upholding standards.
The English department has a low grade distribution as a whole.
My grades would be statistically significantly lower in the Psychology
group.
I curve each test UP if necessary so that the grade distribution is
10% A 20% B 40% C 20% D 10% F. My preferred absolute standard is
90% correct is an A -, 80% B, 70% C, 60%D, 59% F.
Because of the regression back to the mean the final distribution
was 6% A 10% B 39% C 15% D 19 %F 11% W for Spring 1999.
The highest easy grader was
67%A 20% B 6%C 0%D 2%F 5%W
Class are canceled based on enrollment. There are no bumping rights
to other classes, which means that my income is lower. Since my
family
income is over $110,000 I believe I can afford a little pride.
The College is very concerned about the dropping standards, but its
hands are tied because of academic freedom, freedom of speech (the
grade) and declining enrollment. We don't know how to solve the
problem.
I suggested a quality grading system based on z scores.
Ron Blue
----- Original Message -----
From: Don Allen <[EMAIL PROTECTED]>
To: Jeff Ricker <[EMAIL PROTECTED]>
Cc: TIPS <[EMAIL PROTECTED]>
Sent: Monday, November 15, 1999 1:07 PM
Subject: Re: Handing out A's like candy
> Jeff,
>
> We have sort of the opposite problem around here. In our department
> there
> is one prof (no names) who consistently grades students far more
harshly
> than the rest of us. The mean for this person's intro psych
sections are
> always a full grade point lower than the department mean (p<.001).
> His/her upper
> level courses usually have an attrition rate > 50%. She/he claims
that
> he/she is the only one upholding real academic standards. I think
that
> this lack
> of consistency across instructors is a real problem but I'm not sure
that
> there's an easy solution. Any suggestions from the list on how to
> handle
> this problem?
>
> TIA -Don.
>
>
> ********************************************************************
> Don Allen email: [EMAIL PROTECTED]
> Dept. of Psychology voice: (604)-323-5871
> Langara College fax: (604)-323-5555
> 100 W. 49th Ave.
> Vancouver, B.C.
> Canada, V5Y 2Z6
> ********************************************************************
>
> On Mon, 15 Nov 1999, Jeff Ricker wrote:
>
> > There are certain general-studies couses that almost all students
at my
> > school take that are notoriously easy. I just had a student who
has been
> > getting F's and D's on my tests, but who is getting an A and a B
in two
> > of these other courses. She just barely got a C on my last test
because,
> > she told me, she finally studied the material. When students get
into my
> > course, they cannot understand why I am so "hard." I can't blame
them
> > for thinking this way about my courses when their experiences in
certain
> > other disciplines at this school show them that they can get a
good
> > grade with little or no work.
> >
> > Has this been a problem at your school (i.e., large differences
across
> > disciplines in the rigor of courses)? Is there anything that any
of you
> > have done that has helped to change this situation? Short of
beginning a
> > campus-wide discussion of standards, I don't know what can be
done. What
> > upsets me about it is that these students don't have a chance once
they
> > get into upper-division courses. I'm also wondering if this is
more of a
> > problem at community colleges than at other centers of higher
education.
> > If so, it puts students transferring from community colleges at a
> > disadvantage.
> >
> > Yours in the struggle,
> >
> > Jeff
> >
> > --
> > Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213
> > 9000 E. Chaparral Rd. FAX Number: (480) 423-6298
> > Psychology Department [EMAIL PROTECTED]
> > Scottsdale Community College
> > Scottsdale, AZ 85256-2626
> >
> > "The truth is rare and never simple."
> > Oscar Wilde
> >
> > "Instead of having 'answers' on a test, they should just call
> > them 'impressions'. And, if you got a different 'impression',
> > so what? Can't we all be brothers?"
> > Jack Handey
> >
> >
> >
>
