To add yet another dimension to the problem. Perhaps the Hershey Bar is
getting smaller for the same price because we allow to be so. What if we are
responsible for the problem by asking less of our students? Many if not most
students have a goal to obtain a certain grade and will do the work
required. If we ask little, they will do little. A student who wants a "C"
will respond with whatever is required to get that C. Students cannot be
expected to rise above our expectations. There is no reason for the C
student to prove his/her ability by getting an A in a course that requires
little to get a C.
Another problem has been troubling me that is directly related to this
thread. If students keep getting worse and we have to lower our standards
even to maintain the current grade averages, how do we explain the worldwide
increase in IQ scores and the decrease in SAT scores? IQ scores, as I
understant it have increased even in the population that is taking the SAT
tests.
Yet another problem. If it is true that student's ability to comprehend the
material has been steadily decreasing and the first students I taught 35
years ago performed at a baseline, my current students should have trouble
tying their shoes. (Come to thnk of it a lot of them do walk around with
unlaced shoes).
My original comments were directed to the widely believed "grade inflation"
If there doesn't seem to be any actual grade inflation in terms of GPA, are
we going way beyond our data to suggest that the reason for the suddenly
disappeared inflation is still the lack of students motivation and or
ability.
We teach our students not to speculate without data and I suggest that we
have very little data for the above theory.
One final thought, maybe we feel we have to reduce our expectations because
we are getting older and hence not connecting with the students?
Harry Avis Ph.D.
Sierra College
Rocklin, CA 95677
Life is opinion - Marcus Aurelius
There is nothing that is good or bad, but that thinking makes it so -
Shakespeare
Sometimes the wolves are silent and the moon howls - unknown
>From: "sieghi" <[EMAIL PROTECTED]>
>Reply-To: <[EMAIL PROTECTED]>
>To: <[EMAIL PROTECTED]>
>Subject: re Michael Kane's note on GI
>Date: Thu, 8 Feb 2001 19:53:35 -0600
>
>I like Michael's observations on GI but his closing comments introduce yet
>another dimension of GI and that is the devolving content of 'higher ed'
>courses. It's struck me that grading may be just as well-distributed as
>ever
>yet what the students are being graded on has become less and less
>demanding. Rather like the Hershey bar that still costs a quarter (I wish!)
>but is now half the size of the original. I don't blame the students -- I
>teach them from where they can be reached. I do wonder about the change,
>though.
>Beverly
>____________________________________________________________________________
>______
>
>Beverly J Moore, PhD
>Mobile: 334-524-3063
>
>Affiliate Professor, Educational Psychology
>Voice/Fax: 530-678-7130
>
>Auburn University, AL 36849
>http://www.geocities.com/sieghi
>
> Without music, life would be a mistake.
>�
>Nietzsche
>
>Composers should write tunes that chauffeurs and errand boys can whistle. �
>Thomas Beecham
>
>____________________________________________________________________________
>______
>
>
_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com
