Timeline for Point Deductions - Exams and Quizzes
Current License: CC BY-SA 4.0
10 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Dec 1, 2022 at 18:37 | comment | added | LSpice | @user0123456789, re, reminding students not to make small math errors is unlikely to be helpful; no-one intentionally decides to make, or probably even wittingly makes, a math error. (This might be helpful for reminding them to check for small math errors, but I think we as instructors all too easily forget the huge stress of the test environment. I sometimes warn: "I will ask you this question, to which you will want to give the wrong answer ___, whereas the right answer is ___". It doesn't make that much difference!) | |
| Nov 30, 2022 at 22:11 | comment | added | Brian Borchers | I use this system with a couple of additional variations. 1. Correct step answers without any supporting work or justification get 0 credit. 2. If a step is done correctly but the numeric answer or expression is off because of an error in a previous step, I don't penalize the error twice. 3. If the student makes an error in one step and undoes the error in a later step (without explanation), they lose credit on both steps. | |
| Nov 29, 2022 at 23:35 | comment | added | Mark | @jaskij, I once confused a teacher by using a thoroughly unorthodox method to find the vertex of a parabola from an equation. Instead of using algebraic manipulation to put it into standard form, I took the derivative (which cleared out most of the clutter) and found the zero of the resulting line. | |
| Nov 29, 2022 at 22:04 | comment | added | wjktrs | I have been grading in a manner that doesn't take off points if the student correctly interpreted an incorrect final numerical answer. This leaves point deductions for math errors. Since the exams are usually 50-60 points, if you miss -4 points, you're already approaching a 93-94% score. If you have additional minor math errors for other problems, you're approaching 90%. Most students attain a 92% and greater, so there's only several students who miss a lot, and get an 80% or thereabouts. I just have to remind students during exam reviews not to make small math errors. | |
| Nov 29, 2022 at 11:58 | comment | added | eagle275 | @jaskij- the real problem of this grading method is work involved. If you use this method and a student makes a mistake in step 1 or 2 - but then every following calculation is correct based on his initial wrong step, you / your doctorate will have to do the same calculation as you now also value the way the student takes, not just results. | |
| Nov 29, 2022 at 10:14 | comment | added | jaskij | @user0123456789 do watch out though, because this kind of standardized grading is vulnerable to students using unexpected methods. | |
| Nov 29, 2022 at 5:15 | vote | accept | wjktrs | ||
| Dec 22, 2022 at 17:15 | |||||
| Nov 28, 2022 at 23:20 | comment | added | wjktrs | I do like what you are proposing, since you essentially work from the bottom up and add points. For example, was the final numerical answer correct? Was the statement about the final answer correct? etc. That's easier to standardize - especially if you can't identify an intermediate point-reduction marker, i.e., what was done incorrectly. | |
| Nov 28, 2022 at 23:15 | vote | accept | wjktrs | ||
| Nov 29, 2022 at 5:15 | |||||
| Nov 28, 2022 at 22:31 | history | answered | Nick C | CC BY-SA 4.0 |