[Vision2020] Schools say whut?

[Shawn Clabough]

If these two students were the only students in the class, then yes, red 
flags should go up, but if these are just two out of a class of 20-30, then 
it might not be red-flagged but have the result I was trying to show.

Perhaps I should have used an example like:

Student 1 scores: 100 50 100 100
Student 2 scores: 100 100 0 100

Shawn

p.s. I am a much better than average driver. :)

--------------------------------------------------
From: "Tom Hansen" <thansen at moscow.com>
Sent: Friday, March 06, 2009 5:22 AM
To: <shawnc at outtrack.com>; <vision2020 at moscow.com>
Subject: Re: [Vision2020] Schools say whut?

> Excellent approach, Mr. Clabough.
>
> However . . .
>
> Wouldn't the teacher/professor who administered these exams tend to
> question the validity of that last exam primarily because the class
> average had dropped from . . . oh . . . say 71% (which the class had been
> averaging all semester) to . . . oh . . . say 34%.
>
> Using your example:  Wouldn't the fact that two students, who had
> been "acing" exams since day #1, suddenly failed this exam tend to "red
> flag" the exam?
>
> On a sidebar, though:  Results from a recent poll reflect that 80% of all
> motorists consider themselves to be better than average drivers.
>
> Seey at the Intolerista Wingding, Moscow.
> http://www.MoscowCares.com/Wingding
>
> Tom Hansen
> Moscow, Idaho
>
>> How different are these two students?
>>
>> Student 1 scores: 100 100 100 50
>>
>> Student 2 scores: 100 100 100 0
>>
>> When you do the math, they come out much different that one might think
>> at first glance.
>> Student 1 percentage = 87.5 (mid-high B)
>> Student 2 percentage = 75 (mid C)
>>
>> This kind of shows that with F's getting 60% of the weight from 0-100,
>> it is hard to recover from getting a low score every now and then - no
>> matter how good your other scores are.  Add another 100 to each
>> student's scores and student 1 gets an A and student 2 gets a B (using
>> Moscow's system of no +/-).
>>
>> Possible solutions:
>> 1 - Score on a 0-5 scale - giving each grade equal weight (note: this is
>> very similar to the Pittsburgh method and probably would have created
>> less of a stir)
>> 2 - Allows students a fair amount of time to turn in late work - with a
>> fair late penalty (e.g. one grade for each week maybe).
>> 3 - Give students optional work that could be used to replace low scores
>> 4 - Variant of option 1, but limit the number of 0's a student can
>> receive before significant penalty (e.g. must retake)
>> 5 - others I can't think of.
>>
>>
>>
> Shawn
>
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