I do not think Steve Richardson is "out-of-line" with his comments about
encouraging students, and I agree that having multiple grading scales could
be more problematic in high school than in college. In fact, our local
school board has a mandated grading scale correlating percentage to a letter
grade. Of course the mandated scale does not dictate how many tests,
problems, etc. the teacher must give... but once the percentage is
calculated, it does mandate what grade goes with that percentage.
This might give the high-school teacher only a small amount of "wiggle room"
and that might be why extra credit would seem attractive... especially if a
student blew an exam or assignment early in the grading period, then showed
sincere effort along with improved grades.
In the less-strict grading schemes at college, I am able to tell students
that I can deal with this type of case individually. My syllabus states
that I reserve the option to deviate from the grading scale in the following
ways. I can deviate upward by one grade level (e.g. B+ to A-) if the
student showed improvement over the course of the term, or if the student
showed consistent performance but had one disastrous exam, lab report, etc.
I can deviate downward, all the way to failing, for a proven case of
academic dishonesty (cheating on a test, plagiarizing on a lab report).
Academic dishonesty is the only thing that can cause down-grading from the
published scale.
I don't raise very many grades from the scale... perhaps two a year. (I
have about 80 students a year. I teach four courses (with labs) each year
with average enrollment of about 20.) Even then, the students who got
raised by a plus-or-minus would have been within a point or two of the
higher grade anyway.
I try very hard to encourage students early on. When the student has
performed poorly for the whole term, then wants extra credit at the end,
there is little I can do except give study pointers for the final exam.
However, if the student shows problems early on, the first thing I do is
schedule a conference. I tell the student I am willing to meet weekly with
him/her to discuss the problem... the most recent lab report, the next lab
report, the end-of-chapter problems, the most problematic part of the last
exam, etc. I may suggest extra problems... but not for credit... just for
practice. I may ask for a re-write of the conclusion of a lab report... but
not for credit... just for practice.
I will look at a problem solution (before it is due) and make suggestions.
If it is a problem for which they don't have the answer, this practice runs
the risk that they just want me to check if they have the right answer. I
stop that by quizzing them... "Okay, I've looked over this... what is your
question? What are you unsure about?" That makes it "too painful" for them
to come in just to see if they have the right answer... and of course, the
one student question I will not answer is whether they got the right
answer... they have to wait for the official posting of the solutions to
find that out. I assign half the problems that have the answers in the
book, and half that don't come with the answer.
I will pre-read a section of the next lab report (before it is due) and make
suggestions. (This can be dangerous because some students will want me to
pre-grade the whole report and let them rewrite it. I insist that all I
will do is skim the parts where the student has uncertainty, and I will make
suggestions.) I have had very little abuse of this. If a student is
pestering me too much, it is not too difficult to deal with. I can say,
"Look, you've been in here six times this afternoon concerning the theory
section of your lab report. I'm willing to work with you, and I appreciate
all the attention you're giving this, but remember that the goal is to get
you to learn to do this on your own. I will look at this section of your
lab report one more time before you turn in the final copy. Do you want me
to take that look right now, or would you like to work on it alone for a
while longer before I take that last look?"
Of course I have the luxury that I have small classes. I couldn't imagine
doing this if I had 100 students in my class. Well actually... maybe I
could... because I am dismayed how few students take advantage of this. I
am willing to give lots of encouragement and lots of one-on-one help. But
the students realize this takes significant work from them also, and many
are willing to accept the B or C rather than try for the A or B. That is
one of the most discouraging things I experience in my teaching.
Michael D. Edmiston, Ph.D. Phone/voice-mail: 419-358-3270
Professor of Chemistry & Physics FAX: 419-358-3323
Chairman, Science Department E-Mail edmiston@bluffton.edu
Bluffton College
280 West College Avenue
Bluffton, OH 45817