Re: Advice for Tina and other rookies...

[Bernard Cleyet <anngeorg@PACBELL.NET>]

Exactly,  I think the move away from NE has come because of the recent sharp
decrease in the instructor / student (I think the student body has doubled
since I arrived in '84).   Also the old supporters are retiring.  Initially the
admis. cmtes appreciated the NE's

bc


"RAUBER, JOEL" wrote:

> I too am a little surprised.  My guess is that narrative evaluations are
> better than simple letter grades, if the evaluators are willing to put into
> writing their true evaluations.
>
> The difficulties are obvious of course.  It takes a lot time.  Imagine doing
> that for your intro class of 250 students.  (I'm not saying impossible nor
> am I saying undesirable).
>
> Also at the other end of the line, does a graduate admission committee or an
> overworked human resources person want (or have time) to read a narrative
> evaluation transcript.
>
> Joel R
>
> > -----Original Message-----
> > From: Bernard Cleyet [mailto:anngeorg@PACBELL.NET]
> > Sent: Thursday, May 02, 2002 9:41 PM
> > To: PHYS-L@lists.nau.edu
> > Subject: Re: Advice for Tina and other rookies...
> >
> >
> > I am sl. surprised no one has mentioned narrative
> > evaluations.  Until recently
> > students at UCSC did not receive grades unless they so
> > requested.  Many
> > students came to Santa Cruz, because of this feature.
> >
> > For the current policy see:  http://reg.ucsc.edu/faculty/grading.html
> >
> > bc
> >
> >
> > "RAUBER, JOEL" wrote:
> >
> > > Rick has two points below.
> > >
> > > The north central accrediting is currently on an
> > "assesments" kick.  I have
> > > often thought this was unecessary as the course grades
> > "should" provide an
> > > assesment of whether or not the student has learned and
> > achieved what is
> > > supposed to be learned and achieved.
> > >
> > > The local supporters of "assesment" point out that you no
> > longer can trust
> > > grades to provide such an assesment, hence the need for
> > other assesment
> > > instruments.  I interpret this to mean that because of
> > grade inflation we
> > > need other "grade-like" assesment instruments.  Thus adding
> > a whole new
> >
> > cut