I do the same, Mary.
Saying that, my school doesn't exclude the option for us to include extra credit if we wish. I would rather tie the knowledge and competencies acquired into some type of recognition.
Andrea,
Sure, that's fine. I think having a bonus question on an exam that allows a student to demonstrate knowledge beyond what the instructor asks for is not a bad idea and, in fact, I routinely do that. I think a bonus question, available to all students is a bit different from extra credit. Some may say it's just semantics. But I think it's different. What you and I are suggesting adds to the assessment of learning, while EC tends to just give away points with little merit or contribution to demonstrated learning. I will also drop the lowest quiz score (I give a lot of daily 10-point quizzes. Both actions I've described help assess student performance but don't really alter a grade that much.
Barry Westling
Hi Barry, I'm with you and Jeff Mack regarding extra credit in the teaching of adults. However, I really liked to opportunity noted in the module about giving an extra 2 points on a test for a statement of something the student learned that was not on the test. It's another way of evaluating what type of material stuck in the student's mind.
Ryan,
I* agree. If students know they can buffer their otherwise poor performance with some type of busy work that has little to do with real learning, they will use that opportunity to it's fullest.
Barry Westling
I don't believe it should have any impact. Our College's policies prevent us from giving extra credit. Which was a recent change for us. I found that students often relied to much on the extra credit when it was given in the past.
Jason,
Policies and practices vary, and each institution and instructor has to decvide what workss best for them. Personally, I feel up to a half a letter grade of looser, possibly not really extremly beneficial learning is more than I am will will to concede. For me, it's all about learning. And although I encourage extra assignments beyond what is called for, I rarely award more than a few points, certainly not enough to affect a grade. Worst case: the "C" student who is walking around with an "I got an "A" in that class" attitude. What about the students who truely earned all the legitimate points and received an A. That's not fair to those who work hard for their grades. That's my opinion, and not a teaching point for this forum.
Barry Westling
Extra credit should have a 3-5 point effect in overall grade on a project of class max. so basically half a letter grade. This forces students to study and work hard but give a little safety net should they need it. It important for students to feel like they can still make it even if they run into a rough spot but not that they can ignore the student/class responsibilities
Michael,
I agree. I could say EC probably always helps the awarding of points and grades, but I firmly believe those really have little to do with real learning. So the question is grades vs. learning. I suspect most serious educators would choose the latter.
Barry Westling
I haven't found that extra credit has really helped in motivating students at the school I work at. This could be different though in different schools.
Michele,
You'd think. But there are instructors who feel they need to give a boost to lower performing students for whatever reasons. There may be some settings some EC is appropriate. My classes are all medical related so there can no room for "boosting" grades.
Barry Westling
I have to agree with you in regards to extra credit. You have a grading scale for a reason and extra credit is not needed in an adult education program.
Elizabeth,
Students have to learn the material. How we assess to what degree the student has learned is another story, and I think it's reasonable to be flexible with testing methods for smart students who have a true testing disability. At some point every student has to be able to demonstrate their content knowledge. And if we're preparing students for jobs, that end goal has to be the focus.
Barry Westling
You may have a student who is a poor test taker or who truly has "test anxiety" what then gentlemen?
Justine,
Policies vary and decisions about whether to award EC has to be decided by the instructor and institution. I always have to ask, "what benefit to learning does giving points really do?"
Barry Westling
I don't believe it should go towards a final grade but rather extra on an exam. It shouldn't be the deciding factor in a grade but rather going for the extra in an assignment/exam. This wouldn't be fair to others if it were a push to a higher letter grade but if you spent extra time studying not only whst was required then you should have that chance at extra points.
Justian,
Sounds like a very fair and just procedure.
Barry Westling
I personally only give extra credit points on exams and the points usually doesn't exceed five points. However, I do not give extra credit on all exams. I give the points on exams that I preceive to be more challening for my students.
Joshua,
I'm with you. EC really does not help much in the sense of advancing student learning.
Barry Westling
I not a fan of most uses for extra credit. What I have done in the past is on an exam place a critical thinking question type question at the end, something that showcases a student’s understanding of the topic as a whole. For example for a quiz on the internet, I might ask how has the rapid growth of the internet over the last 20 years affected you and those around you? I will offer a small number of points no more that 2-3% of the whole for a satisfactory answer- but the student can’t go above not above 100%. This way a student isn’t as hurt by a trivial question that he or she missed. It adds a tiny cushion for those who missed an A by a point etc. but it doesn’t have a large effect on pass-fail. It also serves to help me separate those who want to succeed and those who don’t, which to me should be the point of offering any “extra pointsâ€.
Erica,
EC is controversial, and is really up to the instructor and institution to decide what will work best for them. I agree that EC has little contribution to real learning and generally, do not participate. I also let students know this at the beginning of a new course, and it's spelled out in my syllabus as well.
Barry Westling
