[Phys-L] Re: Calculators a Distraction?

[Bernard Cleyet <anngeorg@PACBELL.NET>]

Not yet? mentioned:  another reason for showing work is cheating
detection/ prevention.  I found a considerable amount of cheating during
my short stint at substitute HS teaching.

bc, who thinks successful cheaters are prepared for life.

Ironically, I suspect as an Econ. student it was ALL show work.

Bob LaMontagne wrote:

> I use a similar way to assign points, but I've learned to not be rigid about
> it. I tell the students that by providing me with as much information as
> possible as to how they got the final result, I can give them more partial
> credit when the arithmetic gets messed up.
>
> A colleague announced a similar point distribution when grading homework.
> One of our freshmen kept giving basically the answer and not much else when
> handing in assignments. The faculty member dug in his heels and announced
> before the first exam how points were to be awarded and that unsupported
> results would not be accepted. The student obviously took that as a
> challenge and handed in an exam that had ONLY the final answers and his name
> on the front. He did everything in his head or on his calculator and
> received a very low grade for an exam that was either perfect or close to
> it. He did exactly the same on the second hour exam. After two low grades he
> switched majors to Economics where he was one of their star students. I'm
> not really sure who the winner in that little tug of war was - the faculty
> member or the student - certainly not our department.
>
> Bob at PC
>
> -----Original Message-----
> From: Forum for Physics Educators [mailto:PHYS-L@list1.ucc.nau.edu] On
> Behalf Of Scott Goelzer
> Sent: Sunday, February 06, 2005 5:34 PM
> To: PHYS-L@LISTS.NAU.EDU
> Subject: Re: Calculators a Distraction?
>
> Only getting answers instead of solutions? A simple fix - account for
> the answer in the grading of the problem.
>
> How I choose to grade problems:
>
> 10 points per problem, points awarded as follows:
>
> 1 point for list of variables given and needed
> 2 points for a diagram
> 2 points for choosing appropriate equation
> 3 points for using the equation correctly
> 2 points for answer with significant figures and units
>
> Make this expectation explicit before the exam and on the exam. Gives
> something to draw a big red circle around when grading.
>
> If a student's calculator produces the correct number then by all means
> give them the 1 or 2 points it has earned. The student with a test full
> of correct answers and 20% to show for it will soon change his (it
> usually is a male) ways.
>
> This rubric also protects students from losing major points for a
> simple algebraic or numerical mistake. It's a test and there is no time
> to go back and check and recheck. I also will give back a point if the
> student did the problem correctly from a physics standpoint yet made a
> math blunder IF they note that the answer they gave is numerically
> suspicious.
>
> For very stubborn classes, I break the problem into stepwise parts with
> the same point values:
> a) list the given and needed variables
> b) draw a diagram
> ....
>
> but I try to wean them away from this as college prep.
>
> HTH
> Scott
>
>
>
> *******************************************
> Scott Goelzer
> Physics Teacher
> Coe-Brown Northwood Academy
> Northwood NH 03261
> s.goelzer@comcast.net
> *******************************************