Poll: What type of grading structure do you prefer?
- Thread starter MajorTomServo
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A few assessments, heavily weighted.
Points for attendance? I'm a grown man. If I don't think I need to be here on a particular day, I shouldn't be penalized for that if I'm able to make up for it on my own time. If I can demonstrate that I've learned the material and am able to reproduce it and use it in a critical fashion more effectively than some schmuck who has physically shown up every day, then I deserve a better grade than he does.
As for arguments for the latter, let's eliminate a phrase from the our collective lexicon: "I don't test well". Oh, you fail to perform on the portion of the class where you demonstrate that you've learned something? That's funny. I remember when we used to call that "stupid".
Points for attendance? I'm a grown man. If I don't think I need to be here on a particular day, I shouldn't be penalized for that if I'm able to make up for it on my own time. If I can demonstrate that I've learned the material and am able to reproduce it and use it in a critical fashion more effectively than some schmuck who has physically shown up every day, then I deserve a better grade than he does.
As for arguments for the latter, let's eliminate a phrase from the our collective lexicon: "I don't test well". Oh, you fail to perform on the portion of the class where you demonstrate that you've learned something? That's funny. I remember when we used to call that "stupid".
Many small ones, although my preferred choice would be being graded by how well you've done all year, not just at intervals, and definitely not in one big session that usually puts a lot of stress on you and make you more likely to actually make mistakes.
I prefer lots of smaller, different tests to a large single test. At University we had one module (class) that was tested in four different ways. One multiple choice exam, around 200 questions over two or so hours which was worth a small percentage of the overall grade. One short written assignment of a few hundred words on a set subject also worth a small amount. One large(ish) written assignment of around 10,000 words that was I think about one third of the overall grade. And finally a written exam, about four essay style answers but you get to choose from around 10 options which was another third of the overall grade. That style tested a number of different aspects that weren't just fact retention, although the multiple choice exam was pretty much there to bump up everyones gradesa bit to stop people failing.
My High School physics class also had the A-Level coursework split in to three parts, each one designed to test a different aspect of your abilities. One for research, one for presentation and one for experimental design and practical ability. I found it far better than the Biology coursework which was one practical experiment each year that everyone did together, we didn't cover anything new and we didn't get to stand out from the plebs in the class.
I find it much less stressful to be tested in small chunks and my grades were always higher in things that had multiple examinations rather than one long written exam. Practical exams and coursework are also a lot less frustrating as you can often take your time and work on them at your own pace which leads to better work.
My High School physics class also had the A-Level coursework split in to three parts, each one designed to test a different aspect of your abilities. One for research, one for presentation and one for experimental design and practical ability. I found it far better than the Biology coursework which was one practical experiment each year that everyone did together, we didn't cover anything new and we didn't get to stand out from the plebs in the class.
I find it much less stressful to be tested in small chunks and my grades were always higher in things that had multiple examinations rather than one long written exam. Practical exams and coursework are also a lot less frustrating as you can often take your time and work on them at your own pace which leads to better work.
The classes where there's a bunch of small grades that add up to your final score. Whenever a professor has only a midterm and a final, I always get the impression that they really don't give a shit about seeing if you understand the material but are just seeing if you can memorize some facts and spit it out. Essays and a more interactive class are what I'd like to see in a college class.
Plus, if a professor assigns a lot of small assignments, you usually have to show up to class for most of the time.
Plus, if a professor assigns a lot of small assignments, you usually have to show up to class for most of the time.
I'd prefer fewer but heavier... long term assignments. Tests don't agree with me, but projects do.
In high school I preferred the latter, because everything counted less individually and there were more ways to improve your grades if you faltered in one area.MajorTomServo said:
In college I definitely preferred the former, because it meant that for the most part, I really only needed to attend a handful of classes the whole year.
Well, by looking at my grades right now, I have my lowest grades in classes that have 4 tests per semester. One of them has a bunch of small assignments which is helping my grade but one class is 420 points total, four 100 point tests and a 20 point project. I screwed up on test 3 and it took my A to a B which cannot be brought back up even if I get 100% on the final.
I prefer few heavily weighted. We usually have one or two exams for each course every semester where one of the exams count between 20 and 33% of the final grade, but there's often just one exam counting 100%. This makes it easier to look at your priorities at the moment.
I prefer lots of small ones because it gives you a better chance. You have less chance of failing if you don't understand one assingment/exam or if you have a really bad day for an exam if you have other ones you could do well with and boost your grade back up.