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2

At our institution, the instructors have access to the Scantron key after the exam has been graded. If they determine that the key is wrong, they can change it online without having to request that the paper be re-scanned, and without any input from students. Once they change the key, any score report subsequently requested will be adjusted appropriately.


2

I don't agree with grading on the curve in most cases and I agree with most of the criticisms highlighted in the original post, but that doesn't mean that there aren't any arguments in its favor. Generally these arguments can be summarized as "No human is perfect and students/employers* shouldn't suffer because its impossible for a professor to be ...


8

My firm belief and policy is that a student's grade should depend on their own efforts and nothing else. In that case, curving the class is actually just wrong. But my grading policy is pretty different from most. First, I use (used, actually, as I'm retired) cumulative grading. Every student task was assigned a point value and those added to, say, 1000. If ...


7

I agree with you for two types of courses: Very small classes with fewer than, say, ten students. It is very possible that these students all deserve As or Fs and we should not try to impose a bell curve where there is none. Very large classes like calculus I and physics I, particularly when there are multiple sections of each class. These classes are ...


1

Check out the four publicly available Physics GRE practice exams. 8677 9277 9677 0177 ETS have provided the % of students who get individual questions right. If you examine that statistic, it should be clear that two of the four tests are relatively hard because there were more questions which few students got right, and one of the four is noticeably ...


11

Giving feedback only after the mark is closing the stable doors after the horse has bolted. I focus instead on the unsaid part of this question: Make a point of giving the students feedback long before the mark, and as early as possible. Adjust their expectation early and the relation between their effort, performance and what they can expect at the end. ...


15

From my perspective as a PHD student (the other side of the spectrum) I feel that there are some crucial aspects to giving helpful and encouraging feedback: Give the student constructive criticism. Give them the feeling that you are supportive of what they did (regardless of quality) and that you are giving feedback to improve their work in the future. Make ...


8

The procedure for complaints and appeals against the decisions of UK Universities is managed by the Office of the Independent Adjudicator for Higher Education (known as the OIA). They will only consider your case when you have completed any formal internal processes of the institution and the institution is required to issue you with a "completion of ...


2

It sounds like you are referring to a public university in the U.S., but it isn't particular clear from the question. Universities will generally have some formal or informal means by which one can "appeal" a grading decision (usually by raising an issue with a department chair or a dean), but have extremely broad discretion. If internal ...


0

There are two methods to use in this situation, and it really comes down to the environment you have made in your classroom. Let's start with method one. Disregarding the response, giving the question full marks, and leaving a note for the student describing what was wrong with their explanation. There is nothing wrong with this method, and it educates, not ...


2

As everyone else says, certainly do not use any personally identifying data. I am not clear as to whether using student ID numbers is legal, but it is a bad idea; these are effectively not private. If you really want each student to have a secret PIN, assign them one specifically for the class. That said, I think giving a list of scores with any sort of ...


0

Teaching College Students requires being mindful of their mental health and avoiding embarrassing the student. It can be very degrading to anyone to get a low score and have it announced to the class if they received a low score. So we should probably rule out announcing the lowest score. If a student received a high score, they most likely would want ...


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