Eddy,
I have found good students who do all assigned work feel resentment towards the student (and teacher) who is given extra credit when the good students had to work hard for their grades. I try to be fair by not giving extra credit to anyone, my students know that and they know not to ask. I just have had too many bad expeiences with extra credit so I choose not to give it. However, each instructor and institution has to decide what works best for their students.
Barry Westling
By Eddy Mojena
I believe that extra credit should only be implemented when a student has missed a day without any control of their absent from being sick or something similar.
Daniel,
I agree. EC is about points and grades and rarely has much to do with student learning. It also creates difficulty in grading fairly, and can create grade inflation if too much is used. I have not had positive experiences with EC, so I just choose not to give it. I am not opposed to extra asignments for students to demonstarte learning, but not if they only do it for credit.
Barry Westling
I am with Jeff in that I do not believe that students should be provided with ectra credit; instead, they should focus on emphasizing gaining as many regular curriculum points as possible. Our course material states that an instructor should be careful not to let extra credit points exceed regular credit points. Somewhere in our material, I think that it was stated that extra credit allows the students who have extra knowledge about some manner of material to demonstrate their exta understanding. I do not dispute that that would be nice in theory; however, I think that extra credit often turns into an easy excuse to boost grades.
Kyle,
Small "bonus points" are a good idea. I also drop the lowest quiz score (I give a quiz every day). Also, an optional essay question on a final exam can add a couple of points. I view this differently from extra credit, which I believe has little to do with demonstrated learning, and more to do with points and grades. Also, good students sometimes resent their hard work being marginalized by "slackers" who get their grade adjusted for doing little when the good students have worked so hard at actually earning their grade. For me, I just choose not to give EC, and my students know not to ask for it.
Barry Westling
My institution does not allow extra credit to be assigned in any manner. However, I really liked the idea of adding a 2 pt question at the end of the quiz asking What ELSE they learned that they were not quizzed on.
Regina,
I understand you point, and it's valid. I also think there are other ways to effectively motivate students. In the real world of work, we don't give extra credit when we want to motivate employees, but we can praise, recognize, write notes of thanks, and give notice at evaluation time. I believe peer recognition is a very strong motivator.
Barry Westling
I think that extra credit should be used not to increase the student's grade if they are failing but more as a reward to students for this efforts. I think most instructors tend to push the envelope when extra credit is of concern. Some instructors may use it to boost the students' grade where others may use it as a motivation.
Vincent,
I agree that EC is often used as a "bail-out crutch", and if students know that it is used regularly, they will regulary use it! If we are truely interested in student learning, working with them to bring up their grade and understanding of material is a much better approach than just "giving away points" through some marginal EC activity.
Barry Westling
I don't care for extra credit. It becomes too much of a crutch for some students. I would rather emphasize the importance on attendance, retention of information and application. Working with struggling students is much more beneficial than allowing less interested students a bail-out.
Michael,
I wholeheartedly agree students deserve all the chances we can give them. I guess it depends on the climate and reason for EC. When students don't do assigned work, are lazy abouit turning stuff in, then want a reward via EC to get extra points that other students don't get (and didn't ask for), that's a scenario based on points and grades, usually with little to do with real learning. Perhaps in other settings, there is a place for EC. I will give bonus points on exams for optional demonstration of learned material. Also, I usually drop the lowest quiz score, which students appreciate and in both cases, students have truely earned the grade they receive. I often say each instructor anad institution has to decide what works best for them. For me, from past bad experiences, I just choose not to go there.
Barry Westling
I don"t agree. I think if extra credit is challenging and enhancing to the material being taught, it gives a student a kind of 2nd chance to show knowledge and skills. Everyone deserves a second chance.
Brandi,
I like and encourage students to go beyond what is expected, and there is always some within the class that are inclined to do more whether they receive credit or not. I don't give EC, but I will recognize work that is above and beyond expectations. Just like in the workplace. Public praise for extra good work, but no monetary reward. Peer recognition by the instructor is often is the most valuable reward.
Barry Westling
I award extra credit to students when they research a topic that they have questions about on their own, or when they go beyond the requirements listed in the test questions (instructions state to pick one essay to answer, student answers both essays). When explaining this to students, my rationale is always that they need to exceed my expectations in order to earn extra credit.
Brenda,
Right. Some use EC as an escape from doing required assignments. Others use it to boost their failing grades. Of course, some are just slackers. But EC is inherently contrary to accurately measuring student learning, so I'm in the camp that does not support it's practice.
Barry Westling
At our school, we have a policy against giving extra credit, so it is a non-issue, one in which I very much like because it takes out the problems and issues that could arise.
I could definitely see where problems would persist if students were expecting to receive extra credit when they did poorly on an exam or assignment.
Andrew,
Yeah, fairness, or the perception of fairness is a big thing for most students. Good students (typically the "A" students who do all the work, and work hard at it) take offense when they see lesser students getting credit for extra, non assigned work to boost their grade. For me, that's not fair. I work hard for student trust and credibility. I think this is one way that contributes to that.
Barry Westling
Stephen,
My bias is not to give extra credit at all. One reason, we don't get extra credit while at work, so I feel we set an artificial expectation of entitlement when supporting the EC premise. I will allow extra assignments to inhance their learning and give due recognition for that extra work, and even allow time in class to show it off or present the special presentation. But no points are given. I give a lot of quizzes. So my version of "some flexibity" in grading is to drop the lowest quiz score. Also, I'll add an optional essay question on an exam that can help demonstrate understanding of a more difficult concept. Other than that, if it's important to learn, it part of the grading system. This I feel is fair to all, and student legitimately receive the grade they earn.
Barry Westling
I agree with you that this is a great alternative to allowing extra credit. This way, you can still maintain a strict policy of not allowing late assignments/makeups, while still allowing some understanding for an absence or struggle with one assignment. On the flip side, the student that does not miss any assignments or have any struggles will still benefit by having the "cushion" of being able to drop one grade.
On the rare occasions that I do issue extra credit assignments, I make the make-up work more difficult to a degree to ensure that an extra effort must be made by the student to obtain what other students did on time.
Steve Baker
