I do something similar with a +/0/- system from best to worst.
The problem is assigning a grade later in the big picture of the
course grade.
Generally I do this only with relatively more 'trivial' assignments--
ones that can be aced by shear muscle rather than extensive conceptual
thinking.
I try not to have too many assignments of this type and am very
punitive with late assignments of this type. this is because a
student could 'ace' the course with busy work and still not really
understand fundamental concepts.
Examples of these assignments: website reviews/critiques; critique
of research participation--we don't have a formal subject pool so for
my students who participate in research I don't give credit just for
participation--they have to hand in a critique of what they did and
how it relates to coursework; article critiques; simple exercises
from various software programs I use in class (i.e., Integrator software
in intro), etc.
So the caution I am over doing here is regarding not basing too much
of a grade on these types of exercises because in most of the classes
I teach I expect a higher level of conceptualization than these types
of exercises typically require.
annette
On Wed, 18 Oct 2000 [EMAIL PROTECTED] wrote:
>
> are there some assignments or tasks that you grade as either S or U?
> I occasionally assign S or U for book reports ,library work
> or website explorations.
> I also assign an S+ for excellent work and an S- for work
> which does not meet up to the standards but not poor enough
> to be judged as U.
> Would like some feedback as to your use of S and U and
> the pros and cons of this assessment factor.
>
> Michael Sylvester,PhD
> Daytona
> Beach,Florida
>
>
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Annette Taylor, Ph. D.
Department of Psychology E-mail: [EMAIL PROTECTED]
University of San Diego Voice: (619) 260-4006
5998 Alcala Park
San Diego, CA 92110
"Education is one of the few things a person
is willing to pay for and not get."
-- W. L. Bryan
