[Vision2020] Schools say whut?

[Tom Hansen]

Excellent approach, Mr. Clabough.

However . . . 

Wouldn't the teacher/professor who administered these exams tend to 
question the validity of that last exam primarily because the class 
average had dropped from . . . oh . . . say 71% (which the class had been 
averaging all semester) to . . . oh . . . say 34%.

Using your example:  Wouldn't the fact that two students, who had 
been "acing" exams since day #1, suddenly failed this exam tend to "red 
flag" the exam?

On a sidebar, though:  Results from a recent poll reflect that 80% of all 
motorists consider themselves to be better than average drivers.

Seey at the Intolerista Wingding, Moscow.
http://www.MoscowCares.com/Wingding

Tom Hansen
Moscow, Idaho

> How different are these two students?
> 
> Student 1 scores: 100 100 100 50
> 
> Student 2 scores: 100 100 100 0
> 
> When you do the math, they come out much different that one might think
> at first glance.
> Student 1 percentage = 87.5 (mid-high B)
> Student 2 percentage = 75 (mid C)
> 
> This kind of shows that with F's getting 60% of the weight from 0-100,
> it is hard to recover from getting a low score every now and then - no
> matter how good your other scores are.  Add another 100 to each
> student's scores and student 1 gets an A and student 2 gets a B (using
> Moscow's system of no +/-).
> 
> Possible solutions:
> 1 - Score on a 0-5 scale - giving each grade equal weight (note: this is
> very similar to the Pittsburgh method and probably would have created
> less of a stir)
> 2 - Allows students a fair amount of time to turn in late work - with a
> fair late penalty (e.g. one grade for each week maybe).
> 3 - Give students optional work that could be used to replace low scores
> 4 - Variant of option 1, but limit the number of 0's a student can
> receive before significant penalty (e.g. must retake)
> 5 - others I can't think of. 
> 
> 
>
Shawn

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