Joseph,
I think each has to decide what works best -- there are differing opinions whether there is merit in giving extra credit. There's not really a right or wrong answer.
Barry Westling
I offer extra credit of sorts. I add an additional question to their exam as a bonus question. It does not count against their score if they get it wrong but will cancel out an incorrect answer if they get it correct. The student still can’t get more than 100% for the quiz though. The students that have all questions correct including the bonus usually make sure that everyone knows, also helps a student that is having a bad day and can't remember that darn answer
I never like giving extra credit. We have plenty of work to get points on, and only under certain circumstances, will I give the ability for extra credit. Usually for students that missed the quiz or classes will get the opportunity to make up some points.
Jan,
Great. And I always feel like this kind of activity tends to put everyone on the same side, that is, we're all here for the same reason.
Barry Westling
That's a wonderful suggestion. As I observed a student group presentation recently, I thought what a great experience it was for all of them to have developed and delivered the information. Not only did they have the advantage of learning while developing the material, but also the advantage of practicing their presentation skills. A win/win!
Jan,
Thank YOU for the feeback. To be clear, I think extra assignments are a wonderful way for students to express their comprehension, creativity, and benefits associated with a particular topic. I would encourage it. It's the awarding of credit portion that poses some difficulty. My syllabus states no extra credit. But over the years, I've had students ask if they could do something extra (not for credit). Of course I agreed, and gave them class time to present, discuss, and display their project. Sometimes, recognition for a job well done is the most valuable "credit" we can give.
Barry Westling
Thank you for the feedback. Actually, I believe it's against our institutional philosophy to offer extra credit. As a first time didactic instructor, I haven't offered it and haven't really seen the need. I responded based on the learning in the module and did find the idea of offering minor extra credit points at the end of a test to probe students for their feedback as an intriguing option. For now, I'll stick with a post-course survey.
Thank you, again! This was a helpful course.
Jan,
This sounds reasonable. The biggest complaint I've consistently received in the past when I offered EC surrounded issues of fairness, favoritism, and unclear expectations. I just tend to lean away from EC in most cases.
Barry Westling
Gurinder,
Policies like are good in that they standardize the position of the college. I lean away from EC myself, and believe accurate measurement of learning is diluted when too much EC is employed.
Barry Westling
Extra credit shouldn't take the place of regular class assignments, but can be used in a limited fashion to reward special projects or to get feedback from the students which might help in course planning.
Our college policy does not allow for extra credit. We clearly set the goals at the start of the class, telling our students that they have to work hard throughout the class. We also have very open policy, if a student has emergency for assignments or exams (life happens), they can contact us and we evaluate each case separately and work with the student.
Christa,
As for grading, I think as long as we are striving to accurately and fairly measure learning, then instructors can choose how best to assign credit for assignments and exams.
Barry Westling
I believe that extra credit are hugely beneficial to exam grades if the effort is put in to earn it. definately not to the final grade though. However, we are not allowed to give extra credit here.
B. A.,
Yeah, I've often commented that if content is worthwhile, valuable and contributes to learning, it ought to be included in the regular curriculum. I do like the prospect of student-selected demonstration of learning. Methods I regularly use to achieve that is a (graded) project or paper, with parameters defined, but allows the student to convey their creativity along with grasp of the material. Another version of independent demonstration of learning is on mid-term and final exams. Here, I'll give an essay assignment that allows the student to demonstrate their understanding in their own way, in their own words. But even this is limited towards impact on the grade (i.e., worth UP TO 5 points out of, say, 120 points).
Barry Westling
I prefer not to give extra credit work, as I feel that the students should be focused on the specific assignments which are a regular part of the class. The materials that are most important, which are covered (and assessed) as part of the class, are most important and sufficient work in the class. Giving student non-credit extra assignments if they ask is always something which could be considered as part of the student's participation in the class which could impact their grade in a positive way would always be encouraged. Usually this type of work would be happening with only the best students who have a real passion for both learning and achieving. To use extra credit work to raise a poor grade is not a good idea. By giving extra work so that a student might bring up a poor grade in the required work when they have not achieved a sufficiently high level of accomplishment is not a place that I choose to go either.
Ed,
Dropping the lowest quiz score, or adding an optional essay type question on an exam are good ways to give a bit of a boost. These methods don't just give points away, are based on actual and pertinent student demonstration of knowledge, and usually reflect a very small percentage of the overall grade.of the grade.
Barry Westling
I prefer to have only a small amount available, say less than 5% of the grade so a student can do extra work to insure the grade they want, but cannot make a large leap in points. Usually, I don't offer extra credit, but instead will throw out the lowest quiz score.
Stephen,
This makes sense in a lot of ways. Once when I tried this, the lower achievers complained they were denied the points and claimed I was unfair with my grading. Explaining my rationale and justifying my actions did little to alter their gripes. I've since learned that any opportunities for EC, bonus points, or adjustment opportunities must be given to all students. I understand different classes will have different purposes, and EC may be more appropriate in some classes, more so than in others.
Barry Westling
I feel that extra credit should be awarded to the students who already went above and beyond and are craving more. If they were the overachievers and wanted a 100% as opposed to a 98-99 I would allow the extra credit to increase the grade.
