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RE: Partial credit.
Posted:
Apr 30, 2007 6:15 AM


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 onehalf 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: ownermathedcc@mathforum.org To: ownermathedcc@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
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From: ownermathedcc@mathforum.org on behalf of Seese, Lillian M. Sent: Sun 4/29/2007 6:55 PM To: 'Joan Kessler '; 'ownermathedcc@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: ownermathedcc@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) 3216900 x 2012
or joan@distancemath.com
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