To Drop or Not to Drop?
It’s been a wacky week in the world of Cornally: hospitals, psychotically long programming assignments, thunderstorms with a bit of extra wrath, you know, Iowa on a good day.
Also, I’ve been busy. The SBGradeBook fall-semester launch is mere days away! I’ve migrated to my own servers so that I can 99% insure your data’s fidelity and FERPAtitude. I know, I’ve never been so excited for a piece of grading software either…
So, until then, I’ll leave you with this assessment nugget:
An unnamed instructor in an unnamed land decides to drop the lowest quiz score from each of his/her students’ final grade calculation.
Attack or defend this assessment practice in the comments. I’ll mail bacon to whoever first guesses how I feel about it.
Some discussion starters:
- Why did the instructor give the quiz if s/he was going to just ignore the information it yielded?
- This could conceivably be a different assessment for each student, is this fair?
- How does this help a student who has yet to assess less than perfect?
- How does this help a student who has yet to assess at a proficient level?
- Does this “raising of the grade” help, hurt, confuse, or otherwise bewilder students?
- What does this communicate to students about points vs. understanding?
- Does this actually raise the student’s grade?
- What they hell does a grade mean then, if it can be raised on a whim?
- Oops, perhaps I’ve shown my cards. There’s still bacon in it for the most articulate of you.