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RE: Partial credit.
Posted:
Apr 30, 2007 6:15 AM
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Laura - It is surely lots of work for me - Another thing I do is that their
"ticket to admission" each day is a written summary of what I am going to
teach that day. It is amazing what a difference it makes if they have read
the book before they come to class (duh). Instead of blank stares as I
teach, I now have people listening and anxiously awaiting the moment I
explain why "add the square of one-half b to each side" automatically makes
the left side of the equation a perfect square. It has made a huge
difference. You are right, though - when I do presentations at conferences
about how I do all this I call it, "How I get my students to work as hard as
I do." This is all a response to a semester when I shifted my focus from
"I am a great teacher" to "why aren't they learning?" Good to hear from
you - Lillian
-----Original Message-----
From: owner-mathedcc@mathforum.org
To: owner-mathedcc@mathforum.org
Sent: 4/30/2007 12:14 AM
Subject: RE: Partial credit.
Lillian,
I admire how you are helping students learn from their mistakes. It
helps them learn how to do the original whatever it is and it is, in
itself, an exercise in critical thinking. I want to do more of it.
How do you manage the work of looking at the "redos" as they come back
in? I grade daily homework with keys but shudder at the thought of more
than one assignment to grade at a time.
--Laura
________________________________
From: owner-mathedcc@mathforum.org on behalf of Seese, Lillian M.
Sent: Sun 4/29/2007 6:55 PM
To: 'Joan Kessler '; 'owner-mathedcc@mathforum.org '
Subject: RE: Partial credit.
Isn't this a humbling time of the year?
I realized a while back that it might have been possible for a student
to
pass my classes without ever getting a single problem compeltely
correct.
So now I give NO partial credit whatsoever. I give back up to 50% of
the
points missed to students who submit corrections along with an analysis
of
what mistakes they made on each problem. I only do this if students
have a
100% on their hoemwork grade for the chapter. If they have x% (where
x<100)
then they get back 50% of x times the number of points they correct. I
always put the 2 most missed problems onthe next test (so it is to their
advantage to really understand what they did wrong). I think it has
made a
huge difference. I don't have any higher pass rate, but they seem to
realize that a mistake is a mistake, and they don't argue with me about
my
taking off too many points for a "little" error. Lillian Seese SLCC
Meramec
-----Original Message-----
From: owner-mathedcc@mathforum.org
To: mathedcc@mathforum.org
Sent: 4/29/2007 3:34 PM
Subject: RE: Partial credit.
I am also sooooooo tired of partial credit. So tired, that after
grading
many many assignments and tests this semester in Calc 2, I have decided
to
do what I swore I wouldn't ever do, give a multiple choice final. I
have,
however, not included "none of the above." I just know myself and if I
see
all the work, and they make a small error, I will be so tempted to give
them partial credit. Most of my students are Engineering majors, and I
told
them "You want partial credit? Go watch Modern Engineering disasters on
the
History channel. There reaches a time, when you have to get the problems
correct."
Joni
Joan Kessler, NBCT (Bookbinder)
Mathematics Department
College Academy @ Broward Community College
3501 SW Davie Road
Ft. Lauderdale, FL 33314
Phone: (754) 321-6900 x 2012
or joan@distancemath.com
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