For the Sake of Ten: Curving of a Biblical Proportion
my students are apparently terrified of their test today. i have received somewhere between 15 and 20 response cards telling me they're not sure what's on it, don't know how to study for it, don't know how they'll do on it, and would like it very, very much if there was a curve. for the record, i told them the truth. everything we read for class is fair game. everything i've said in class is fair game. everything they've said in class is fair game. everything i've posted online for them is fair game. what will most certainly not be on the test? their discussion posts (i may have to read them all, but they shouldn't have to), the content of their papers (they are not what one would call experts in the matter), the content of the syllabus (i've always hated it when teachers were 'smart' and tested us on the attendance policy or some other such nonesense).
and they are scared. one student said the test was a bunch of busy work, since it would take an english major two hours to finish it, and they're not english majors and only have 80 minutes. another said could i pretty please curve it, because then even if i fail there will be more points in my F.
i'm not actually sure what they're so afraid of. i've given them 60 % of the test to look over. i've told them they may use their copies of the stories and whatever notes they happen to have written there, that they could outline possible responses to each essay and thereby have an idea before entering the room for testing. hell, i told them they could highlight the quotes they want to use for their essays, and they've had since tuesday to look at the essays. what i haven't given them is the other 40 % of the test. it's foolish to give students the short answer, matching, etc. questions before a test.
perhaps their fear is that they won't be able to write the essays in the amount of time given, and that they'll automatically lose lots of points if they don't plan their 80 minutes right. and they may be afraid of the trick questions i said i'd scattered in there. if they actually read and don't just skim over the stories, they won't be able to find a single trick on the test. those questions are only tricky for people who didn't read.
i have not told them yet whether i'd curve the test. i don't know myself, yet. certainly, any question everyone misses (unless it's just blank because they ran out of time) will be waived. that's the sign of a bad question. and if i have no A tests, i will add the same percentage of points to each score until i do have and A test. but i've got some very smart cookies in this class, and i really don't think i'll be able to curve the test more than about 7 points worth without awarding someone or someones over 100 % on it.
as i was walking to campus today, abraham's plea to the lord concerning sodom and gomorrah floated into my head. i saw my students begging me to spare them, to curve the test if all 30 of them failed. then if only 25 of them failed. onward through 20, 15, and down to 10. and each time, i said yes, for the sake of #, i'll curve the test.
is that pompous or merciful of me? i'm having a hard time figuring that out. it's not like i think i'm god here. the story is just particularly applicable about now.
love and peace (and curving?)
and they are scared. one student said the test was a bunch of busy work, since it would take an english major two hours to finish it, and they're not english majors and only have 80 minutes. another said could i pretty please curve it, because then even if i fail there will be more points in my F.
i'm not actually sure what they're so afraid of. i've given them 60 % of the test to look over. i've told them they may use their copies of the stories and whatever notes they happen to have written there, that they could outline possible responses to each essay and thereby have an idea before entering the room for testing. hell, i told them they could highlight the quotes they want to use for their essays, and they've had since tuesday to look at the essays. what i haven't given them is the other 40 % of the test. it's foolish to give students the short answer, matching, etc. questions before a test.
perhaps their fear is that they won't be able to write the essays in the amount of time given, and that they'll automatically lose lots of points if they don't plan their 80 minutes right. and they may be afraid of the trick questions i said i'd scattered in there. if they actually read and don't just skim over the stories, they won't be able to find a single trick on the test. those questions are only tricky for people who didn't read.
i have not told them yet whether i'd curve the test. i don't know myself, yet. certainly, any question everyone misses (unless it's just blank because they ran out of time) will be waived. that's the sign of a bad question. and if i have no A tests, i will add the same percentage of points to each score until i do have and A test. but i've got some very smart cookies in this class, and i really don't think i'll be able to curve the test more than about 7 points worth without awarding someone or someones over 100 % on it.
as i was walking to campus today, abraham's plea to the lord concerning sodom and gomorrah floated into my head. i saw my students begging me to spare them, to curve the test if all 30 of them failed. then if only 25 of them failed. onward through 20, 15, and down to 10. and each time, i said yes, for the sake of #, i'll curve the test.
is that pompous or merciful of me? i'm having a hard time figuring that out. it's not like i think i'm god here. the story is just particularly applicable about now.
love and peace (and curving?)
posted by Rehkmira @ 07:59
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