Good point about using all 100 points. I figured a graduate student could get a 40 or so just by accident. And this was Investments, not the intro class. I usually get ridiculous spreads in the intro class but for some upper level classes, I was assuming the students that elected to take the course actually wanted to be there and learn. Um, sure.
Re: the 26 - why grade on a 0-100 basis if you're not going to use most of the range. There are still 30 points you didn't use. Remember - dispersion is your friend!
I wonder about toe tags sometimes myself.
Re: the 26 - why grade on a 0-100 basis if you're not going to use most of the range? that's pretty good, but there are still 30 points you didn't use. Remember - dispersion is your friend!
Sheesh, God forbid her students should actually think! And be engaged in the class. I routinely tell my students that if they show any less life, I'll check their toes for tags. I wonder how many of her Northwestern colleagues are rolling their eyes and how many Dartmouth professors are thrilled she's gone.
I take your point on final assignments. My graduate students took a final on Thursday afternoon. Scores ranged from 96 down to 26. Sometimes I wonder how on earth a student could get a 26. You have to want to be that dumb. Maybe he should take a course with Prof. Venkatesan. She seems to prefer potted plants.
Then it sounds like everyone's happy - her students didn't seem to buy her take on things, and mine seem to have learned at least something about finance (but based on their final assignment grades, sometimes I wonder...)
Her students would probably be better off not learning that "Scientific facts do not correspond to a natural reality but conform to a social construct" and other post-modern junk. On the other hand, your students are probably better off learning finance.
Commenting by HaloScan
