I agree, Jeff. I believe that the students that ask for this are the same ones that did not achieve success in the earlier assignments. Extra credit creates dependance.
Debbie Kay Kirkland,
I'm with you. I choose just not to go there, based on past bad experiences. My students know this from the beginning so that now, they don't even ask.
Barry Westling
I do not allow extra credit in my classes. While this may, on the surface, be an attempt to help a student make up an assignment for a legitimate reason, it can open up a multitude of issues.
I think students begin to fall back on the "do over" syndrome and not take assignments seriously the first time around.
Michelle,
For me, I just choose not to give EC. There are a lot of reasons, but basically I feel EC emphasizes points and grades rather than learning. It's not that EC assignments aren't helpful or educational, it's the giving something beyond the stated grading criteria that has caused problems for me in the past. That said, I agree and understand that each instructor and institution has to decide what works best for them.
Barry Westling
I like giving extra credit so a student who is borderline failing has a chance to pass. It obviously must pertain to the course directives and prefereably be in the areas the student in having trouble in so they show improvement in that area.
Adam,
A bonus question offered to all students is probabbly a good way to assess knowledge beyond what is required. For me, if material is required learning, I want assess to what degree the students have learned, so I personnaly do not give extra credit. However, an essay type question on a more difficult topic when the test is mutiple choice (either electronic or scan-tron) has offered a way to earn 2-5 "bonus points". Out of of 125-150 points, that doesn't help a lot. but does reward those who attempt it, and in the big final grade, does not distort the grading system, such as a whole bunch of points given as extra credit would do. That said, each institution and instructor needs to decide what works best for their class. Many institutions have blanket policies that prohibit awarding EC (as it it diminishes the accuracy of grading and contributes to artificial grade inflation, something frowned on by career schools).
Barry Westling
I will clearly notify during lecture areas of the presentation that would "make good bonus" questions,w hich I will place on the tests - I do not put them on study guides, etc - this also helps me see that they are paying attention when I call something out on a lecture.
Diane,
For me, I choose to not intertain EC at all. I've had too many bad experiences. I agree that something that helps students learn is great. I look to ways to reward students through praise and recognition, and small inexpensive "token treats", that may have little monetary value, but great significance among the class peers.
Barry Westling
I ony give extra credit if it will benifit the entire class for example: I explain the electrical conduction of the heart and a student asked if she could explain to her classmates how she learned it for herself and it stuck with her. Then I gave her extra credit because it help the class understanding.
Paul,
Extra credit is a component of grading. In principle, I believe the best grading systems are those that measure learning accurately. If I believe my grading system is sound, then students will earn the requsite points that accompany their learning. For me, I choose not to give EC. But each teacher and institution has to decide what works best for them and their students.
Barry Westling
After reading the threaded discussion, I wanted to add some thought to the extra credit. I will state that I do not care for extra credit. What I have done is allow for "extra credit" or special credit. I add 100 points to my total points. I instruct students that these points do not assist in turning a failing grade to a passing grade. They influence me if you have an 89 + to get an A (assuming 90-100 is an A). The "extra work" is usually accomplished by the students that are doing A work already. This encourages the B and the A student to add leaning in areas that the instructor has not spent as much time as the student has an interest for. You do not hold back the interst of the good students. Many times students that have not put an effort into the class, will jump in during the 11th hour for extra credit. That is what counciling sessions are for. If you talk to underperforming students during the progress of the term, you will find that the student will engage or keep doing the getting by style they are use to.
Heinz,
Im with you. Making small adjustments here or there is probably OK, when it's done for the entire class and does not represent a significant portion of any component or final grade. Points and grades should be earned and in proportion to learning. EC is more about points, and from my experience has little contribution to meaningful learning.
Barry Westling
I don't belief in extra credit.
Students make their own grades, I only write them down.
Credit is earned like money is earned when someone goes to work. If the student is present, participates and meets the requirements in the syllabus, points are earned and will accumulate during class time.
Valerie,
Extra credit to pass a student or to raise their grade is too much (grade inflation). I agree a bonus question on an exam is ok, as it probably represents less than a whole percentage point. To give points above what is stated at the beginning of a course just distorts the grading system, and creates the potential for ill feelings by some students. I just chosse not to go there - and my students soon learn not even to ask (becasue they know what the anwser will be).
Barry Westling
I also do not believe in extra credit to help bring up a student's grade. As mentioned, these are adult students who should be responsible for turning in their work or being prepared for an exam. Every now and then I may throw in an extra credit question on an exam.
Jeannine,
I'm with you. EC is easy to abuse by students, and usually has more to do with points and grades than student learning. Questions of fairness, subjectivity in the grading process, and, as you comment, equity of work assigned vs work completed among your stronger students can lead to frustration and disappointment.
Barry Westling
I think extra credit should be used sparingly as some students will take advantage of doing the extra credit just to get by in the course. I am not a fan of extra credit as students who are putting forth the effort of doing regular assignments may object to other students receiving special favors.
Jodie,
Yes, I agree. I've had too many bad experiences with EC, so I just choose not to give it. And like you, I don't think it helps students really learn, iyt just alters grades.
Barry Westling
My personal belief is that extra credit should not be given. It teaches students that they dont have to do what is required when it's required. There is no value in this in real life. If you dont complete a specific requirement of your job you get FIRED.
Juan,
I see your point. My perspective comes from the medical profession I'm in, and mostly, there can't be sustitution for required work, or marginal performance, as the health of others could be at stake. So, each teacher and institution has to decide what works best for them.
Barry Westling
