Happy Exam Week - "May The Odds Ever Be In Your Favor"
analytical Essay
1153 words
Midterms and Finals week have been coined “Hell Week” here at UW-Madison, and for very good reasons. Many midterms fall in the same week or day, and every teacher has different ideas on how to prepare their students for the exam. Another factor that stresses students out is that some final grades are completely dependent on three exam grades, so bombing one is not an option. What kinds of classes are best suited for a student to learn and thrive in? In the following, I will explore grading fairness, a student’s willingness to take risks with grades, and how students evaluate courses based on different factors. In the article titled “The Effects of Grading and Teaching Practices on Students’ Perceptions of Grading Fairness,” Michael Gordon and Charles Hay start off by saying that there is a lot of information about teachers’ perspective of grading, but very little information is given on how the students perceive grading. When students reported on their classes, it was found that they felt they were graded fair when teachers focused on prepping students for tests instead of “manipulating” the final grade (Gordon and Hay, Pg. 93). There are two different grade distribution rules. The first one is called meritocratic, and it means that grades are distributed based on academic achievement. High ability students tend to prefer this because it best portrays their knowledge. The second grade distribution rule is particularistic, which means that grades are distributed based on personal circumstances, such as the need to pass a class or problems in their lives that prevent them from getting their work done adequately and on time. Low ability students tend to prefer this method as it is much more forgivi... ... middle of paper ... ...mpared to a big lecture. In discussion, students should be ready to be called on since the group is smaller, but one would not expect that in a lecture hall where a student can be anonymous. To test these theories out, there would need to be two classrooms of students learning the same things, but each class would be structured differently. One class would be a lecture class, and the other class would have lectures, discussions, and daily work to keep them involved. Comparing grades and course evaluations at the end would determine which class seems to be better suited to the needs of students. In the end, the majority of students just want to perform well and understand the material. So, for the sake of final grades, students and teachers should work closer together when it comes to covering the material and find ways to be more involved in class.
In this essay, the author
- Explains that there are two different grade distribution rules. the first one is called meritocratic.
- Explains that they were taken from introduction to agribusiness at the university of arkansas in the spring of 2008.
- Analyzes how the article “i liked your course because you” affects their final grade and evaluation.
- Analyzes the data from the semester and halfway through the class for the students to complete.
- Explains that midterms fall in the same week or day, and every teacher has different ideas on how to prepare their students for the exam. final grades are dependent on three exam grades, so bombing one is not an option.
- Explains that michael gordon and charles hay start off by saying that there is a lot of information about teachers' perspective of grading, but very little information is given on how the students perceive it.
- Explains that low ability students prefer the method of passing a class or problems in their lives that prevent them from getting work done adequately and on time.
- Explains grade distribution is exam grade curving, which is used when a large portion of the class has done poorly on the exam, so professors will "fudge" to their preference or lower the cutoff.
- Recommends that teachers pick books with study guides and prepare mock tests to test students' knowledge. additional class work can help students better understand the material.
- Explains that economic theory states that individuals would rather pay for an outcome than bet for it.
- Explains that students were given the chance to enter a lottery for quiz points, forcing them to decide if they wanted to make risky or safe bets.
- Explains that more students chose the safe bet of taking an exam grade or taking a certain grade after the exam.
- Explains the logic of choosing whether to receive a true exam grade or one that is based on test preparation and in-class work.
- Explains that evaluations can be an indication of how well a class was taught. expectations for how the class will go are factors in an evaluation.
- Explains that it is possible to possess both types of motivation. intrinsic motivation is when a student is looking to understand or master the subject.
- Describes expectations, opinions, grades, and workload, broken down into hours of studying and difficulty.
- Explains that grades, hours studied, and difficulty had a very small effect on course evaluations. the easiest way to get students involved is to assign homework and have discussions in class to make sure the material is understood.
- Argues that students and teachers should work closer together when it comes to covering the material and find ways to be more involved.
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In this essay, the author
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- Opines that many people forget that more goes into a school and the education than just the classification. we need to think about the teachers' teaching.
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- Explains that everyone has one of three learning styles, auditory, visual, and kinesthetic. some people learn better by listening, looking and even hands-on learning.
- Opines that being part of a family, not just another student in the crowd, can influence one's decision to go to college.
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In this essay, the author
- Analyzes how people like liz mandrell, jerry farber, and steven vogel rectify the grading system in their own views.
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- Analyzes how jerry farber's "a young person’s guide to the grading system" encourages students and teachers to question the educational system.
- Analyzes how students in high school worry about their grades and move up another level because of grades, whereas in college, students are focused on their gpa and learn about history and philosophy.
- Opines that liz mandrell, jerry farber and steven vogel's version of the grading system could get students back to being curious about their education and about the world around them.
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In this essay, the author
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- Opines that the standardized grading system isn't fair and equal for all students across the board. each college has its own political influence, demographics, student attendance, and religious associations.
- Explains the transition to the current point scale of 4.0 – 0.0 and how students can gain a higher grade point average.
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In this essay, the author
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- Explains that the pass fail grading system would be implemented in all u.s. high schools. it would eliminate teacher passing along unqualified students to move forward to the next grade level.
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In this essay, the author
- Argues that institutions should use the grade scale rather than the pass-fail scale to determine the success of a student.
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- Concludes that the grade system is important to the success of students so can know where they stand in a course as far as grades are concerned, motivate themselves to light their grades up higher than before, and the instructors can see where students need help.
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In this essay, the author
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- Explains how gpa is calculated by adding up all accumulated final grades and dividing that figure by the number of grades awarded.
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- Argues that grades do not represent the entire intelligence of a student.
- Describes how flipped classrooms implement a new method of teaching and learning, delivering instruction online instead of in class and moving "homework" into the classroom.
- Explains that the correlation between gpa and intelligence is a controversial topic.
- Explains that flipped classrooms teach students to fully comprehend the material, and students can get teachers to elaborate on concepts that they did not understand the night before. the gpa system was designed in the 18th century.
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In this essay, the author
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- Explains that students cheat because they want to get a better grade and will do whatever is necessary for an a. teachers at golden high school decided to take away the concept of grades and instead focused on teaching students.
- Elaborates on the idea that intrinsic motivation is more beneficial than the use of extrinsic motivators.
- Opines that the accuracy of grades isn't very accurate and that individual one-on-one teaching with a parent would help students learn better.
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In this essay, the author
- Opines that even though students expect grades, grading should spur on a love of studying not deter it. grades tend to reduce students’ inclination for stimulating tasks and lessen their interest in learning itself.
- Opines that grading and testing puts pressure on getting good grades and takes the focus off understanding and on "performing" well.
- Describes how they started taking classes outside of the house with a remarkable teacher named robin furnish. they realized they could get away with doing little and still get an a. kohn states that grades tend to reduce students’ preference for challenging tasks.
- Describes how their freshmen year english teacher bored them and made them forget about grammar and mechanics. kohn's third point was that grades reduce students' thinking.
- Analyzes how kohn's thought-provoking essay allowed for a deeper exploration into the student they are today.
509 wordsRead More - A Defense Of Grade Deflation By Will Harrelanalytical essayThe author was a freshman at Princeton University when this article was written. He seems to have enough drive and determination in order to embrace grade deflation compared to his peers, who complained and disagreed with the grading system, which is what started this essay.
In this essay, the author
- Analyzes will harrel's argument that grade deflation distinguishes truly educated students from those who take easy classes to get by.
- Explains that was a freshman at princeton university when this essay was written. he had enough drive and determination to embrace grade deflation compared to his peers, who complained and disagreed with the grading system.
- Analyzes how will harrel, a first-year student, puts some constraints on his paper. his lack of experience makes the article invalid; he is trying to convince his peers that their schools' grading system is not merciless.
- Analyzes how uses a quote from harvard's former dean, henry rosovksy, to prove his point.
- Analyzes how 's audience feels about grade deflation, since most students don't want to attend college if maintaining a decent grade is basically unattainable.
434 wordsRead More - Grade Inflationsopinionated essayGrade inflation arose from observations ,why because based on statistics the primary concern is that the distribution of the grades has change it is the primary concern because everyone
In this essay, the author
- Explains that grade inflation has many issues in schools and colleges and universities.
- Opines that grade inflation is a bad thing if everyone is receiving higher grades, making them look smarter to employers.
- Opines that there are a lot of grade inflations in the u.s.
- Opines that unless they have all of it mastered, they should be required to master it to prerequisite units before being permitted to sit for all the exams. grade inflation impacts all over the world.
- Describes the most frequently mentioned causes of grade inflation in academic institutions: students evaluation of the professors, student teachers dynamics, merit-based financial aid, and students expectation.
- Opines that grade inflation defies resolution because of selective pressures to take less qualified students out of the pool of grades.
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