Grading on a curve
Is it a way to be sure that quiz is fair and way to even out test that isn't fairly written or material not successfully explain in class. Helps to even out what is expected to what was really understood by the students.
I also do not agree with curve grading. I want my students to study for their exams and sometimes exams may be more difficult than others but I will take the time during class to review those test questions with students and to also figure out why they missed the question or how to go about answering a particular question.
I agree with this completely. Yet I still chose to grade on a curve. Pick your battle with adult learners. I set the points possible based on the highest score earned. On average, with 6 or 7 tests in a term, 2 of 3 of them will have a point change of 1 of 2 points, nothing big. Takes the edge off for many as they see if one can do it, then they should have been able to as well.
Hi Isaac- Thanks for your post! We do on occasion get classes that may have overall a higher general skill level which may result in better performance than other groups. Best wishes! Susan
This is a difficult subject and I see both sides of the fence. Through years of instruction I have noticed a tendency for not only individual students to vary in apprehension of the course material but entire classes from one semester to the next. The same testing criteria will fail a substantial quantity of class, while other times nothing but A’s are generated. I would go so far as to say that my teaching style has not varied that much from term to term, so it appears that there may be more esoteric reasons (weather, time of the year, planetary alignment, who knows) why an entire group of learners would tend towards the upper or lower band of the Rubric. I will employ a curve on those occasions where the class, as a whole, has done poorly on a test. Barring astrological significance, I would have to assume I did not cover the particular subject wholly, hence the curve compensates for my own shortcomings.
I think grading on a curve depends very much on the specific circumstances of difficulty of material and student population. I do not suggest it to be a normal expected approach, but more of a remedial resort until the instructor can address content, presentation and learning levels. If students understand this is not typical they will be encouraged to change their study habits and approaches to testing rather than giving up.
Curve grading is used to cover up an inaccurately constructed exam. If the exam is relative to the curriculum and is made with accurate matrixes a curve is not needed. If the questions do not accurately reflect the content, wither too difficult or too easy, that is when a curve is needed to distribute the bell curve grading graph.
I believe it can also create a false expectation. If you curve an exam students may begin to expect that you will curve every exam. I also believe it take away your credibility as an instructor.
I agree as well, and never curve my tests. On a fundamental level, it seems somehow dishonest to manipulate scores and give students marks they did not earn. It's also worth remembering that it's very possible for a class to, as a whole, do very well or very poorly on an exam, regardless of the instructor's teaching. It would be nice if the standard bell curve applied in all situations, but as we know, some classes are just overall more attentive than others.
A final argument against curving: it might actually penalize good students. Nobody wants to be a "curve-breaker," so good students may actually try to do worse to avoid scorn. When the testing process loses its focus (evaluating understanding of content and the achievement of learning objectives), there is clearly a problem.
I disagre with curve grading. In my opinion, it doesn't address the problem of an unfairly written test or poorly delivered material. It also gives an inaccurate assessment of the students' comprehension of the material.
