No Extra Credit
For some time, I have not offered extra credit or bonus points. My assessments have sufficient variety and a balance of group work and solo work where there is no need for subjective grading. This helps me defend grades because students earn the grade they get - period. Students who ask for extra credit, in my opinion, are looking for easy ways to increase a grade despite the fact that the rest of the class was prepared timely and made the effort when the effort was required. Many of those students do not check their progress through available means, such as the electronic grade book. I can print each student's grades periodically, but I'd like to see students take a greater interest in their progress. I see all of this as connected. Am I on the right track with my observations?
Hi Robb,
Sometimes it's hard to separate our feelings from our stronger students who do all their assignments, show up on time, do all that is asked of them, and then then go beyond the regular expectations. Yet in our role as educator, we owe just as much time and attention (perhaps more so) to getting the weaker, less motivated students to achieve the course objectives. My perspective regading work is greatness comes not from I can get from it but I become as the result of it. So I don't expect extra pay or privileges when I strive to do well. Maybe my employer will notice, maybe not, but I will know that I am am working for all my students success.
Barry Westling
The college I instruct at is very real world based. I always keep in mind what would happen in the real world. If a student performs better they earn more liberties just like in real life. The harder you work the more you earn so to speak. As for extra credit I can't really give any, but I do take performance into consideration when the person is late, absent, or otherwise.
Hi Rebecca:
Some institutions have moved away from allowing the use of extra-credit due to some issues that arise.
If a student can pass a course without demonstrating an understanding of the primary concepts, that may end up resulting in angry feelings from other students who have worked hard to earn a solid grade.
Regards, Barry
Hi Linda:
In general, the negative thing about allowing extra credit is that it might let a student pass the course when they haven't demonstrated an understanding of the main topics.
Regards, Barry
I think awarding extra credit is different when a student that is doing well asks about it upfront vs. a student that asks for it as a "hail Mary" at the end of the term. Points should be limited, but I sometimes use extra-credit points as a way for shy students to earn participation points--they can read articles outside of class etc, to earn a few points that they might lose by not participating in every class discussion.
I too agree regarding the grading criteria occurring at the beginning, and that everyone should be on the same page. Another good point is having a rubric so students and take a look at it and I guess this may be the same as having an evaluation system. Using the rubric shows students what to expect with regard to how the grading will be accomplished and it serves as a guide for instructors as well. I don't think a rubric should be cut and dry and should allow point allocations within a reasonable scale which allows grading flexibility. Regarding extra points or extra credit, I do agree that it would be perceived by other students as unfair when not being afforded the same opportunity. I don't do it.
Hi Laura:
As in many post, many teachers and institutions agree with your sentiments. This is one I share as well. Each teacher and institution needs to define thier position. I can make a good argument for oposition.
Regards, Barry
I also have a school where there is no extra credit. The students will continually ask for it, but it is against policy. I feel that they need to earn their grade during the class time. Making a concrete decision and sticking with it is good so you have the school to back you up.
Hi Robert:
Base on your description, redoing or rewrites are a part of the assignment, it's just kind of a floating grade. I take that wholly different just awarding points in substitution for required assignments poor performance, or neglected submissions.
Regards, Barry
I don't offer "extra credit" as such in my courses (GenEd composition). I do, however, offer students extensive opportunities to re-do assignments if they are unhappy with their performance (as reflected in their grades). I tell students that their grades will be recorded and will stand until and unless they choose to re-do their work.
This fits philosophically into the course, too; one of the key tenets of my courses is the concept that writing is a process that needn't end just because the project is submitted. I want them to see that writing incorporates revision (re-vision); to that extent, due dates are almost arbitrary to the greater philosophical aspect of writing as an art that always improves. (But yes, I *do* have due dates and late penalties!) So if they are willing to do the extra work by revising a finished and graded project, in addition to new and subsequent projects, that work does get rewarded.
Hi Melissa:
Well, experience is a great teacher.
Perhaps these students benefited from the visual project. Nothing wrong there. It was the extra points that others didn't have an opportunity to earn that some may view as unfair.
Also, I think all grading criteria should occur at the begiining so everyone is on the same page. Students don't like it (nor do teachers) when there is a change mid-stream.
Regards, Barry
I certainly agree. I learned the hard way this particular semester. I clearly stated at the start of class that there was no available extra credit as it is already school policy to drop the lowest quiz grade and that I already offer a bonus question on each quiz and exam. However, I so horribly "caved" when several students missed a class in which they couldn't make it up, and several other students did poorly on it. I then allowed a group visual project for 5 points to their lowest counting quiz grade, which totally compromised the integrity of the policy.
Hi James:
Many teachers would agree with you, especially those in medical professions, where slight errors can result in harm to patients.
Regards, Barry
My class has a large amount of lab time and helping in the lab is greatly appreciated. I agree that giving extra credit should not be needed ,good students dont need to be told to help out they just do it.I feel that i should not have to motivate a student by promiseing extra credit .
Hi Stacey:
Yes, many schools adopt alternative policies that omit theneed for extra credit. Extra credit helps students earn extra points, but does little to assist learning the essentials that are required in the class, even if the work is worthwhile.
Points and grades, vs. learning and required knowledge.
Regards, Barry
I don't provide any opportunity for extra credit because at my school, I think our attendance and make-up work policy removes the need to give it when a student happens to miss a day. If it is deemed an "excused" absence the student can make up the work at 100%. I agree with the arguments given about extra credit not representing the real world and providing the "slackers" with an opportunity to finally take interest when they know passing or failing is on the line.
Hi Richard:
Good students are always going to do good work, even if it's not required.
Opponents of giving any EC would share that it inflates grades, cannot assure fairness, and promotes avoiding "required" course work to be compensated by EC work. Arguments can go back and forth. It's a very controversial topic.
Soime teachers give bonus points, alternative assignments, or throw out lowest quiz grades as compensation. These seem at least a little more plausible than just doing extra work to earn points to bring up a grade.
Regards, Barry
Hi Linda:
If I had an employee that came up with a great idea, say to reduce costs in some way, I would definitely recognize that effort.
But if that same employee did not perform their basic job up to standards, or was habitually late or absent, or recieved numerous complaints about improper, innappropriate, or sub-optimal performance, they would not likiely receive a "reward" for doing one thing great while being lousy at other required job aspects.
So I would say that same effect is possible in the classroom with regards to extra credit.
I will say there is merit in considering "partial credit" vs. extra credit. For instnace, on a class project, or even an exam where multiple points are possible, the student may not answer the question correctly. But if they provided "I don't know the answer, but here's what I do know", I might give partial credit if they demonstrated they grasp some aspect of what is being asked for.
Regards, Barry
Oddly enough I've found it's usually the very best students who do additional work--not that they need it to help their grades, but they are the most serious about doing well.
However, just offering something seems to please all of the students. They know it's available, and by implication assume I care enough to do this. Also if they don't take advantage of the offer, which most don't, they can't say I didn't give them a chance to improve their scores.
So I give a small amount--maybe 5% of the total--and everyone seems to be happy about it. For me, the additional work is tiny.
