Relay-Version: version B 2.10 5/3/83; site utzoo.UUCP
Posting-Version: version B 2.10.08 10/3/83; site psuvax.UUCP
Path: utzoo!linus!philabs!seismo!harpo!floyd!clyde!akgua!psuvax!bobgian
From: bobgian@psuvax.UUCP (Robert S. Giansiracusa)
Newsgroups: net.cse
Subject: Grades -- do they help or hurt??
Message-ID: <387@psuvax.UUCP>
Date: Sat, 31-Dec-83 18:29:58 EST
Article-I.D.: psuvax.387
Posted: Sat Dec 31 18:29:58 1983
Date-Received: Mon, 2-Jan-84 02:29:54 EST
Organization: Pennsylvania State Univ.
Lines: 64

This past fall I taught Penn State's first undergraduate Artificial
Intelligence course.  Interest was higher than average, but lack of
motivation was still a big problem (not unusual at large state schools).
I considered several "unusual" grading policies, and I post them here in
hopes that this kicks off a discussion about the function of grades in
education in general.

1. Keep guaranteed minimum grades (based on exams so far), allowing some
   upward mobility but no downward (this is what I actually did).
	Pro: those with high grades content
	     those with low grades have SOME hope of improvement
	Con: those with high grades have little motivation to do anything
	     those with low grades feel little hope
	     attendance low, interest low

2. Keep current grades as TENTATIVE only, subject to upward as well as
   downward mobility (this is the usual default).
	Pro: lows like it
	     motivation improves
	Con: highs hate it

3. Give all Cs.
	Pro: grade competition and concern removed
	Con: anger and hatred (toward me!)

4. Give all As.
	Pro: popularity
	Con: lack of incentive
	     possible administrative repercussions

5. Announce all As given, then give REAL grades based on effort and
   initiative demonstrated AFTER that announcement.
	Pro: filters out those who really want to learn from deadwood
	Con: resentment and lack of credibility when students find out
		the true "scoop"

6. Base EVERYTHING on a single final exam.
	Pro: uniform standard
	     no arbitrariness in overall policy
	Con: possible arbitrariness in how final is graded
	     "All eggs in one basket"

7. Base EVERYTHING on a project.
	Pro: those who do it learn a lot
	Con: those who do it spend tremendous time on it
	     those who can't afford the time fail

8. Purely subjective evaluation.
	Pro: might be fairest scheme, in reality
	Con: gives APPEARANCE of arbitrariness
	     students have difficulty internalizing criteria for success

Reactions or comments, anyone??

	-- Bob

-- 
Spoken:	Bob Giansiracusa
Bell:	814-865-9507
Bitnet:	bobgian@PSUVAX1.BITNET
Arpa:	bobgian%psuvax1.bitnet@Berkeley
CSnet:	bobgian@penn-state.csnet
UUCP:	allegra!psuvax!bobgian
USnail:	Dept of Comp Sci, Penn State Univ, University Park, PA 16802