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Tomorrow's Professor
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Teaching
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By chawne
from the will they ever learn? department
Posted Thu Feb 06, 2003 at 05:14:00 AM PDT
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"Often professors are perceived by students to employ win and win/lose strategies in their interactions. Such interactions commonly lead to outcomes that are increasingly undesirable in today's higher education environment."
To read the full article, visit
Tomorrow's Professor.
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(2 comments, 220 words in story)
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Grading on a curve
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Teaching
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By jvano
from the creative algorithms department
Posted Thu Dec 05, 2002 at 08:48:51 PM PDT
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As the semester draws to a close,
I've had students ask me if I will
grade on a curve.
While I have never graded on a curve,
just for fun I tried to determine
how things would look if I did
(a short account of my tinkering follows in the extended copy).
The main thing I came to realize is one can justify many algorithms as "grading on a curve" with significantly different results.
Most students seem to feel that curving
the exams is somehow beneficial, but that
doesn't seem to necessarily be the case.
Have you ever graded on a curve?
If so, what was the algorithm you employed?
When talking about "curving" an exam what method do people feel is the "best"?
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(4 comments, 467 words in story)
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Caught in the act: What to do when you catch students cheating
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Teaching
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By jvano
from the red handed department
Posted Thu Dec 05, 2002 at 02:47:33 PM PDT
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One of my TAs caught a student "helping" another on a recent exam. This was a first for me and
it prompted me to wonder how often such things occur. Have you ever caught students cheating? What were the consequences (for both you and the students)?
Please post your experiences (with appropriate anonymity) as comments below.
For those who are interested, some details of this incident also follow.
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(1 comment, 848 words in story)
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How to write a good exam?
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Teaching
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By jvano
from the up all night grading department
Posted Sun Nov 03, 2002 at 03:22:38 AM PDT
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This is my first semester teaching a large (150+) calculus class and I've found it to be somewhat
challenging to write a "good" exam that (1) effectively evaluates what the students have learned and (2) is not impossible to grade.
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(1 comment, 261 words in story)
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