# Tag Info

Accepted

The student changed something which was indeterminate ($\infty-\infty$) into something which was not ($\infty\cdot \infty$). How does that not merit a perfect score? Changing indeterminate expressions ...
• 5,733

### Interesting things you learned while grading?

I once asked students to find the derivative of $x^x$ (with respect to $x$). One student figured that if the exponent were a constant then the answer would be $xx^{x-1}$ which is to say $x^x$, while ...

### What value is there in requiring students to answer word problems in complete sentences?

Yes, there is mathematical pedagogical value in the usage of complete sentences - but this does not only refer to "answers" and not only to "word problems", but to all parts of the ...
• 2,205
Accepted

### Is there a fair way to increase the grade of students who did not do well in exams?

With respect to considerations of this kind one should reflect on one's information sources. For every student who exhibits to the professor hard work there are other students who have worked just as ...
• 5,869

### What value is there in requiring students to answer word problems in complete sentences?

I do think there is value in expecting students to give answers in correct English. It will certainly help when they start to face longer and less structured questions. However, the example you give ...
Accepted

### How should I grade true-or-false questions if the student's writing is unclear?

I read them as TTTFT. But the fourth is very hard to tell, the first somewhat hard to tell, and all show poor writing, perhaps indicating a lack of engagement. You could tell him that such terrible ...
• 356

If this is calc I, that deserves a 5/5. If this is analysis, it depends on what you taught them. Don't you set up a grading rubric ahead of time? What do the 5 point answers look like? What do other ...
• 20.8k

### What is the right feedback for incorrect cancellation?

My feedback might be more like this: When you are not 100% sure that a step works, try it with numbers. If x=2, does your expression keep the same value before and after your cancellation? Also, you ...
• 20.8k

### What value is there in requiring students to answer word problems in complete sentences?

An example of a problem where phrasing the answer as a sentence might prevent mistakes and encourage understanding is: Alice goes to the store with \$2.00. A gumball costs \$0.80. How many gumballs ...
• 339

### Is there a fair way to increase the grade of students who did not do well in exams?

Follow your syllabus Presumably, you gave every student a syllabus at the beginning of the course, and this syllabus outlined standards for grading. The grades you assign at the end of the term ...
• 8,225
Accepted

### Do you have an efficient way to view student responses to remote assignments allowing them to type math symbols and steps? (Middle + High school)

In a Google doc, one can "Insert/Equation" (marked by $\pi^2$). Then tiny pull-down menus appear in a top bar: Using these menus, I just typed this nonsense:
• 29.8k

### Point Deductions - Exams and Quizzes

I favor an additive grading scheme, where points are earned toward a possible maximum (say 10) instead of deducting points for the myriad possible mistakes one could make. Here, I would try to adopt a ...
• 9,639
Accepted

### Adjusting a Bonus Points System to More Equitably Benefit Struggling Students

Probably the most straightforward mechanism is to potentially replace some of the grades in the gradebook, e.g.: One or more assessments (tests, quizzes, assignments) are dropped from the averaging ...
• 26.1k
Accepted

### Is it a good idea to give partial points in grading

Is it a good idea to give partial points in grading? In my opinion, yes because it makes the grading more fair. Do you give partial points when you grade? Yes. I set a criterion and adapt it according ...
• 1,800

Instead of arguing with other people's answers in the comments I thought it might be more productive to present my own point of view. I find myself completely unable to understand why anyone would ...
• 8,279

### Interesting things you learned while grading?

Possibly not what you're looking for, but: the things I've learned while grading are mostly pedagogical, not new mathematical facts (in fact, teaching at a community college as I do, I'm not sure that'...
• 26.1k
Accepted

### What is important to keep in mind in grading proof-based courses?

To grade faster and provide more targeted feedback, it could be helpful to review some lists of mistakes that students commonly make during proofs. For example: Taxonomy of bad proofs https://www....
• 11.2k

### Do you have an efficient way to view student responses to remote assignments allowing them to type math symbols and steps? (Middle + High school)

Consider to just review scanned or photographed handwritten homework. Yes, this is not as easy as looking at typed work, but consider: would you require typed work normally? So why now? If your ...
• 235
Accepted

### What should I do if students did very poorly in the mid-term exam?

In the past, I've identified the problems on the final exam that review exam 1 material and offered to use them in place of the original exam 1 grade, provided this improves students' grades and they ...
• 4,425
Accepted

### How much credit to give a short exam question with one error?

I'll try to make this answer a little more general than just telling how many points I would give for this particular error (if interested: I'd give 5/10 at most, most likely less). For that, let's ...
• 1,318
Accepted

### Separating the roles of "teacher" and "assessor"

A question that occurs with a project like this (broader than one department, as you put it) would be: Who is qualified to make those assessments? Probably not any other department at a particular ...
• 26.1k

### Interesting things you learned while grading?

Reading the answer posted by Daniel R Collins reminded me of something else I learned while marking student work. Not exactly something mathematical, more something about constructing math exams. I ...

### How do you handle the frustration of having to GRADE student exams / homework?

I have found that, for myself, implementing standards based grading has eliminated this frustration entirely. I now find grading to be enjoyable. I have a collection of standards for my course like &...
• 25.6k

### Is it a good idea to give partial points in grading

I always allow the possibility for partial credit. Unless the problems are quite simple, there will be a good amount of room between a perfect solution and a solution that deserves no credit. If you ...
• 619

### What is the right feedback for incorrect cancellation?

I tell my students that they can only cancel factors, and tell them to factor the numerator and denominator (to remind them what a factor is).
• 4,425

### When is the best time to return a graded assessment?

Return at the beginning and go over it then. Any in class drill should wait for the finish of q and a on the papers. Avoid parallel processing. You are leading a large group, not an individual. ...

### Point Deductions - Exams and Quizzes

I advise being less intricate and put less load on the graders. I personally would go with all, half or zero credit for every question. *All is correct answer (and some reasonable explication, not an ...
• 199

### How should I deal well-known versus the obvious rubric?

Quoted from the first part of my answer on https://academia.stackexchange.com/questions/80898/should-a-student-be-penalized-for-using-a-theorem-outside-of-the-curriculum/: ... the point of an exam ...
• 26.1k