> > The key here is to realize that by eliminating ANY number of incorrect >solutions from the choices given, the students are no longer RANDOMLY >guessing. The students have made intelligent decisions as to the form of the >solution and by using their mind, they have earned the right to some credit, >ON AVERAGE. If you only guess on 1 or 2 questions, I would say that the guess >is probably neutral. If this type of INTELLIGENT guessing is used throughout >the standardized exam, it is DEFINITELY worth it for the student's score. >Even if they guess throughout, it SHOULD not hurt them just as eliminating >silly answers SHOULD help them. Of course, for any one individual this cannot >be predicted, but if everyone did it, there should be ever so slight an >increase in scores (maybe there already has been!).
I think that this last statement is the key. My job is to help my INDIVIDUAL students do well, and probability is no guarantee for EACH student. If s/he is an UNlucky guesser, an otherwise good score that represents a year's worth of work could be severely damaged. If all my students guess on every question on which they cannot get down to ONE answer, the group's grades should benefit, but in my mind it's not a group test and my concern for each individual student says it is not worth the risk. > >Chris Harrow >Mathematics Department >The Westminster Schools >1424 W Paces Ferry Road NW >Atlanta, GA 30327 >email@example.com
Wayne Murrah, Chairman, Math Dept. Porter-Gaud School 300 Albemarle Rd. Charleston, SC 29414