Barry Westling

Hi Steve:
Most institutions frown upon the use of extra credit because it can help a student pass a course when they really haven't done enough work to grasp the main concepts. Some would argue that they've missed the whole idea in that kind of situation.

Regards, Barry

Barry Westling

Hi Marilyn:
One approach that may efficiently support the instructor, and is fair and equal is the use of rubrics that spell out the exact expectations of an assignment.

Regards, Barry

Steve Kincaid

I have some classes that do fine with the regualar material at the regular pace, and then other courses need extra credit projects. I often wonder if that is equitable grading across all my classes, even though everyone is treated equally within a class.

Barry Westling

Hi Joseph:
I'm sure we all try to be fair in all cases all the time. I've found students get very "sticky" about quizzes and tests, and it's not an area I goof around with or joke. They take it serious and so do I.

I think reviewing the information befiore a test, and immdeiately reviewing the answers and giving explanations why one missed question is better than another - these are all very important, and contribute to improved understanding and overall better outcomes.

Regards, Barry

Marilyn Moppin

I too return graded work the next day of class. Grades are important to the students. If one quiz score is not what they expected, they will study more for the next one.

joseph polka

Not just allowing the students see the results of an examination at the next class session doing an immediate review of the examination allows the individual student see were they made a mistake while taking the examination and reinforces the learning processes

Barry Westling

Hi Heather:
My opinion is the grading system should be based on the studenbt learning outcomes (SLO's) and course objectives. This makes assessing easier as well.

A balanced grading system is best with a lot of variety in the categories of graded components. These should be spelled out in writing in the course syllabus and reviewed on the first day of class. I think giving examples how students from past classes misinterpreted what was expected is a good way to both excplain and help avoid repetition of the misinterpretation.

Giving expectations attempts to bring clarity to what the teacher is looking for, which will likely vary from teacher to teacher. As much information, examples, and understanding the teacher can give will only help students comply.

Regards, Barry

Heather Eales

I agree with your statement about grades are very stressful for students and fairness is always the best way to approach your particular grading system. It also keeps the instructor from being put into a questionable situation (i.e. rounding up points for one but not the others) of which students can then distrust you and inturn you loose your credibility and respect. I feel you should never put your self in this situation. If your grading system is outlined and clarified you can avoid any unnecessary conflicts.

Barry Westling

Hi Kodee:
This is great. Frequent and expeditious sharing of student performance will be received as kind and caring by the the student. Hey, that's always a good thing.

Regards, Barry

kodee daniel CHEP

I to let my students see thier graded work a quickly as possible, so they can either see where they went wrong or take satisfaction in a well deserved grade

Barry Westling

Hi Gena:
I alo think fairness implies that all students are measured the same way, are given the assessment instruments, and that the grading system itself has beeen tested and proven to measure the degree of learning a student has achieved.

Regards, Barry