Hi David:
I agree. It's just better not to travel a path that's bound to cause more difficulty for the teacher even though the intentions are well meaning. EC is not needed, and in medical training, EC could lead to harmful results.
Regards, Barry
Hi Andrew:
Good point about consistency. Regarding EC, I don't think it constructively helps learning as much as it adds points (grade inflation) to assist students earn a better grade. That's not really learning, and it's not like what graduates will experience in the workplace. I would discourage addig EC to the grading criteria.
Regards, Barry
Hi Mark:
I am not an advocate for EC (see my comments to David and Gerry just above your post) for reasons stated.
Regards, Barry
Sorry Barry. I just do not give extra credit. I allow the student to take a quiz if they miss a day day. But other than that no extra credit.
I make this known on the first day of class, and I stick to it.
I only offer extra credit if all the other instructors teaching the course are willing to do so we want to keep it consistent
Hi Gerry:
I believe in giving grading criteria at the beginning of a course and, unless very unusual circumstances divctate otherwise, I don't change the "rules" midstream.
I believe good students probaby do all assigned work and extra credit work whether they need the points or not. Slackers will depend on extra credit in order to just slip by.
Good students will view the extra opportunity given to slackers as special treatment and, possibly consider it unfair. The last thing I want to be accused of is showing favortism or unfairness.
If too much "EC" work is allowed, it skews or alters the class average.
I guess the main thing is in vocational schools, we're training students for the work setting. In that environment, there is no EC. Workers are expected to be accountable for their work. So, as in work, I try to keep school and class policies similar to that of work.
Hope this explains my position. As I always add, just my opinion.
Regards, Barry
Hi David:
Many teachers would agree. My standard response is EC can skew grades, be viewed as unfair, and may aaallow essential information to be missed.
Regards, Barry
If you provide "extra credit" for one, you have to provide it for everyone. You also have to have a defensible method of "grading" this extra credit in order to maintain a fair and equitable process. It is best not to get into this trap.
Hi Thomas:
Each teacher and school needs to decide what policies and prcatices they will adopt based on factors that are relevant to their situation. Regarding extra credit, there is no right or wrong way.
Regards, Barry
Is there a reason for your feelings about this? It is interesting to hear why other instructors/administrators do/donot give EC. Please share your reasoning. I agree with you,too.
Iprefer not to use "extra credit" in any course.
Getting students to learn and to do it on their own without being told is one factor I try to instill. To take the lead and read the manual, the medication warning insert. Anything that will allow you to stay current in your field. So the extra points, Like I said "I've done" but currently don't. The points gave excitement to those students that needed a little extra push or goal. I try to remind my adult learners, before you walk into this class you are the homemaker, the wife, husband, you pay rent, car note etc.. So don't lose that leadership ability and knowledge of using logic and reason to work out a problem. I want to help them grow and sometimes a little EXTRA icing on the cake never hurts.
Hi Mary Jane:
Extra credit is good for earning ponts, but less effective in producing thinking students, proficient in their profession.
I think if something is inportant enough to earn points, it shoud be included somewhere in he ciurriculum.
So we could say, are we interested in student earning points, or learning their craft? Jus my opinion.
Regards, Barry
Hi Gerry:
Medicl programs in particular ar great examples to demonstrate why extra credit is a less than wonderful way to earn points.
Regards, Barry
Hi Thomas:
Whatever gets students to learn is undoubtedly a good idea.
Why not have the students read the material and have an understanding, and add that as a required assignment under homework, or projects, or class participation, whatever the category, the point is that if it's important, it ought to be part of the regular curriculum.
It's just so clear to me that there's points and grades, and there's student learning. A higher grade doesn't automatically trnslate to a better trained, informed, or knowledgeable student.
Regards, Barry
Christy, You hit the nail on the head. You can never make up hands on activities, especially when the demo has already taken place, and was missed by some. Our career school policies are geared toward real life situations. When You are late for work or miss work, does the patient (as in my case for dental assisting) wait? No, the office might even lose them because of their appontment not being on time.Attendance is a must and the early bird gets the worm! (Wow, old sayings still stick)
Hi Jeremy:
The problem with EC is it inflates the grade (as you've pointed out), some students may feel it's unfair, and essential knowledge may be lacking in students. Are we most interested in points and grades, orvstudent learning and outcomes that prepare them for work?
I'll add that awarding EC is very controverserial. There is nor right or wrong, just strong opinions on both sides.
Regards, Barry
I think extra credit is excellent as long as it pertains to the subject.
Hi Gingi:
Many students would do just as you indicate, try to earn the highest grade. Yet, a grade (composed of various points) may not reflect learning, especially if it has been artifically raised by unassisgned points in lieu of assigned, graded assisgnments. I think that's where the opponents of EC raise their objections.
Regards, Barry
I have awarded extra credit to students but it's a above and beyond question. I inform the students that I will give extra but they have to read the material and have an understanding of the material. This has led to intense classroom discussion on subject matters to ensure they all understand. Most get the 2 points and the other are mad and study harder for the next test.
