I wonder how often you think extra credit should be awarded?
Katrina,
I'm with you. EC is about points and grades - I'm interested in achiveing student learning and related outcomes.
Barry Westling
I'm not a fan of extra credit, and it is not allowed at our college. The only time I would want to see it exercised is for extenuating circumstances, with back up documentation to support their claim.
Daniel,
Reliance on EC is just one of the reasons I choose not to give it. Besides, it inflates grades, is difficult to grade fairly, is subjective, and in the end focuses on points and grades rather than the purpose of any assignment - student learning.
Barry Westling
I also believe that extra credit should not be part of final grades. If you have a well balanced grading assignment/test/practical, the student has a fair chance to succeed.
The idea of extra credit give them a reason to take the assignments lightly since the extra credits can be earn.
Loretta,
I'm with you. I don't know if it makes them lazy or not, but I know it usually doesn't lend itself to meaningful learning. EC, to me, is about points and grades, not about learning. As teachers, student learning outcomes should be our primary focus.
Barry Westling
Extra credit to me makes the students lazy. I feel like if extra credit is given they would not take their studies serious.
Charles,
The thing with EC often comes down to fairness, consistent grading, and substitution for required information by optional assignments. For me, I just choose not to go there in the first place. Basically, testing should be about assessment of learning with less emphasis on points and grades. I understand opinions and policies vary. This is my bias.
Barry Westling
Dwayne,
For me, it has to do with the scope of the assignment (what the student will learn from the project), and the weight of the quizzes. One quiz out of say, 15, and quizzes are worth 15% of the toatl grade, and that's substituted for a project sounds reasonable (depending on the project). However, if there are only 5 quizzes, and they represent 25% of the final grade, that seems excessive and borders on grade inflation (that's 5% of thier grade, in my example). So again, scope and weight. For me, if a project is worthy, I would just make it a required assignment to begin with and forego the "dropped quiz" altogether. But I like your creativity and under the right circumstances seems to have merit.
Barry Westling
Extra credit to pass a course is unfair to students who are dedicated to doing well in a course.
On a test-by-test basis, I think rather than providing extra credit questions, it is better to create a test that doesn’t require the test taker to answer every question. As an example, I may make up a test that has 55 questions, but only require that 50 questions be answered. I tell my students that “I don’t expect everyone to know everything all the time†– and it seems to alleviate some anxiety over test taking. I monitor the class averages so that they remain in the range they should be in. And I make sure the weight of the involved questions are equitable. It actually allows me to elevate the caliber of the questions I ask.
I typically give a project and allow the students to complete it in order to drop the lowest quiz grade. The project grade then basically takes the place of the lowest quiz grade. Is this the same as giving extra credit or is it an acceptable practice? Thanks!
Carol,
I try to relate as much of my class content and policies to the world of work. EC is not part of most peoples job. So I choose not to give EC assignments. I will allow student to work on additional assignments for "learning value", but these have no impact on grading whatsoever. It's usually the stronger students who engage in these activities anyway (the ones who don't need EC). I want to focus on learning rather than points and grades. Beccuase I've had too many problems in the past with questions of fairness (by students), conistency in grading, grade inflation, and entitlement or reliance on EC to "earn" certain grades (at the expense of other required course assisnments), I simply choose not give EC, and make that clear on day-1 of class. Each teacher and institution has to decide what works best for their classes. This is my bias, and because students know it, they don't ask for grade adjust EC assignments (because they know what the answer will be). Makes teacher-life a little bit less stressful!
Barry Westling
I give extra credit quizzes if my attendance is low. It is usually worth 5 points on the next exam. It never lowers a student's grade, but it may increase the next exam grade. After my first extra credit quiz students are less likely to miss class.
Michael,
My slant on this is a bit different as I'm in a medical specialty where grades and points are not as important as student learning, and demonstration of clinical proficiency and performance. It's a cliche, but who would want a "C" student working on them (partly due to EC on an assigignment)? I know it's kind of a stretch, and grades are important. For me, I just choose not to go there (with EC). Each teacher and institution has to decide what works best for them.
Barry Westling
I think that perhaps a few opportunities may be given for extra credit, but it should not be used as a substitute for regular assignments and tests. I do believe, however, that any extra credit should have a minimal impact on the student's final grade; it should only improve the grade on a particular assignment.
Warren,
Interesting activity. This sounds like fun and maybe others should consider it. I'm all for extra activities, it's the awarding of points I choose not to participate in.
Barry Westling
Christopher,
Right! We're interested in learning, not points, grades, artificial performance.
Barry Westling
Carolyn,
I agree, and understand that opinions vary. Mine is simply not to go there.
Barry Westling
Ian,
I choose not to give EC at all, probably for reasons similar to you, and that have been elaborated on in this forum quite a bit.
Barry Westling
I don't give extra credit points for individual students. What I like to do is give extra "fun" quizzes for the entire class, working in groups of 4-5 students. Recognition for successful results is just as rewarding as giving EC.
