Re: a different test scoring policy?

[George Spagna <gspagna@rmc.edu>]

At 10:56 PM 6/12/98 -0700, you wrote:
> I recently had an nebulous idea on a test scoring strategy to discourage
> blindly applying equations (perhaps chosen simply because the symbols
> match), rather than thinking through the physics.  The basic idea is to
> *subtract* points when this occurs.  That is, a really botched problem
> could actually garner a negative score.
>
> I have not thought at all about a more concrete implementation, nor am I
> even really sure that the idea is a good one.  Would the prospect of
> negative scores be too frightening to students?
>
> So I ask:  Has anyone here done anything resembling this?  Does it sound
> like a really bad idea?

I've toyed with similar notions, but I always felt the time to write such
exams would be more trouble than it was worth.  What I have done, however,
is to demand more than numerical answers - I require a narrative
explanation of what they are trying to do, and much to their discomfort I
also grade for spelling and grammar!  The grading criteria are attached to
the syllabus for each course (and available on my web site for those who
have any interest.)

George Spagna           **********************************************
Department of Physics   *                                            *
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