Xref: utzoo comp.edu:1008 rec.humor:10534 Newsgroups: comp.edu,rec.humor Path: utzoo!utgpu!jarvis.csri.toronto.edu!csri.toronto.edu!clarke From: clarke@csri.toronto.edu (Jim Clarke) Subject: Re: cruelty to undergrads Message-ID: <8803140104.AA08638@hoskin.csri.toronto.edu> Organization: University of Toronto, CSRI References: <18618@topaz.rutgers.edu> <8394@eleazar.Dartmouth.EDU> Date: Sun, 13 Mar 88 20:04:29 EST In article <8394@eleazar.Dartmouth.EDU> roberta@eleazar.Dartmouth.EDU (Roberta Millstein) writes: >> 11. Next, inform the students that if there are any questions >>regarding the exam, to bring them to your attention. Also explain >>to them how much point-bartering is hated and although all comments >>will be considered, they most likely will NOT change anyone's grade. > >Don't forget to point out that if you find anything else wrong with the problem >that might have been missed the first time, you will not hesitate to lower the >grade. Tell them you will regrade it from scratch and whatever the new grade >is, that is what they have to stick with. > >(I've had a few professors say this to our classes, I think it was physics >and chemistry, but I'm not sure.....) I always say this myself. Can you explain why I should be blind to all parts of the test except the ones the student asks me to look at? Actually, though I've often found reasons to lower a test grade rather than raise it as asked, I don't think I've ever actually lowered the recorded grade; instead, I point out that when I make a judgement call on whether to take a mark off, the judgement doesn't always go against the student. And most student queries turn out to be about judgement calls, not marking mistakes. -- Jim Clarke -- Dept. of Computer Science, Univ. of Toronto, Canada M5S 1A4 (416) 978-4058 BITNET,CSNET: clarke@csri.toronto.edu CDNNET: clarke@csri.toronto.cdn UUCP: {allegra,cornell,decvax,linus,utzoo}!utcsri!clarke