fizxdude
Junior member
Posts: 80
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« Reply #15 on: October 09, 2006, 10:36:59 PM » |
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Here is a suggestion. Assign a homework set once or twice per week. Randomly grade one problem from the assignment (the grade on that problem will be the grade for the entire assignment). Post the solutions for the problems that weren't graded.
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pythagoras
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« Reply #16 on: October 10, 2006, 06:01:50 AM » |
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Is grading only one problem enough, though? I think it depends on why you're collecting homework. I collect it for two reasons: 1) so they do it and they are accountable, and 2) so I can see what they're understanding and correct any errors. I think only grading one problem is too few, personally.
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smart_e_pantz
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« Reply #17 on: October 10, 2006, 07:13:46 AM » |
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Is grading only one problem enough, though? I think it depends on why you're collecting homework. I collect it for two reasons: 1) so they do it and they are accountable, and 2) so I can see what they're understanding and correct any errors. I think only grading one problem is too few, personally.
The primary purpose of the homework in my stats class is to help them know where they are in preparation for the exams. I give them full credit if they completed the assignment and no credit if they didn't turn in a complete assignment. Doing it this way gives them no incentive to simply copy from their peers so a larger percentage of them are actually working through the material. I score the assignments and hand them back the next class. I then post fully worked out solutions to the class web page. I encourage them to compare their work to those solutions and see me if they don't understand what they did wrong. I also encourage them to see me before the assignments are due if they hit roadblocks. This puts the responsibility for their education on them--not me! |
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"If there is anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer. " Barack Obama (November 4, 2008)
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summers_off
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« Reply #18 on: October 10, 2006, 03:41:26 PM » |
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Your husband could have the students grade each others' papers (it would serve as a good review) and then all your husband would have to do is eye-ball it to make sure it was done right & record the grade.
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rambling
Somehow, while I was not looking, I became a
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Posts: 568
so hours&hours of chronicling have come to this...
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« Reply #19 on: October 10, 2006, 06:02:11 PM » |
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If there is no grading help, and if it is a large class, then I would suggest homework quizzes as well. This works quite well and grading the quizzes weekly gives you some feedback on how your students are doing.
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bloom where you are planted...
---words of wisdom from fellow forumite notaprof
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fluti31415
New member
Posts: 7
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« Reply #20 on: October 20, 2006, 12:33:12 AM » |
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Homework quizzes. I assign 10 - 15 problems, and put 2 - 3 of them on a quiz ** every day ** I used to only grade two or three problems from the homework, but it takes a significant amount of time to scan through the 2+ pages of each submitted assignment to find the correct problem to mark. Even taking the time it takes to type and print out the quizzes, it is so much faster to go through the papers and grade them when they are all in the same format
Make up for the fact that you are not looking at all of the problems by assigning a few longer homeworks that require higher order thinking to solve and grading them carefully. Call them projects.
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fizxdude
Junior member
Posts: 80
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« Reply #21 on: October 20, 2006, 08:48:45 AM » |
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Is grading only one problem enough, though? I think it depends on why you're collecting homework. I collect it for two reasons: 1) so they do it and they are accountable, and 2) so I can see what they're understanding and correct any errors. I think only grading one problem is too few, personally.
By grading one problem, randomly, you let them know that they still have to do the entire assignment. If they fail to do the problem that is graded, then they get a zero. A person could also vary the number of problems that they grade. It could be anywhere from one problem to all of the problems. It is important that the student have some sort of feedback (even a solution) to all of the assigned problems. |
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cc_alan
is a wossname
Distinguished Senior Member
Posts: 7,242
Caution! Nekkid zamboni driver ahead.
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« Reply #22 on: October 20, 2006, 06:07:18 PM » |
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Is grading only one problem enough, though? I think it depends on why you're collecting homework. I collect it for two reasons: 1) so they do it and they are accountable, and 2) so I can see what they're understanding and correct any errors. I think only grading one problem is too few, personally.
By grading one problem, randomly, you let them know that they still have to do the entire assignment. If they fail to do the problem that is graded, then they get a zero. A person could also vary the number of problems that they grade. It could be anywhere from one problem to all of the problems. It is important that the student have some sort of feedback (even a solution) to all of the assigned problems. I've never liked the idea of just grading one problem. The student could have done well on most of the others but gets no credit since s/he didn't do one of them. What about picking, for example, 2 or 3 of the possible problems and then just grading 1 of them. And you can tell the students that you're going to grade just 1 problem so they better do the entire assignment and they'll never know. Alan |
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Excuse me... which aisle would I find the unicorns and rainbows? No, Alan is a man among men, striding the Earth like a Colossus with a really big bladder, wearing a tool belt.
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rattusdomesticus
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« Reply #23 on: October 20, 2006, 08:08:55 PM » |
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(misposted)
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« Last Edit: October 20, 2006, 08:10:10 PM by rattusdomesticus »
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"Nature resolves everything into its component atoms and never reduces everything to nothing." Lucretious' On the Nature of the Universe.
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fizxdude
Junior member
Posts: 80
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« Reply #24 on: October 20, 2006, 11:12:10 PM » |
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What about picking, for example, 2 or 3 of the possible problems and then just grading 1 of them. And you can tell the students that you're going to grade just 1 problem so they better do the entire assignment and they'll never know.
Alan
That's pretty much what I said. I just didn't limit the total assignment to 2 or 3 problems. |
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conjugate
Compulsive punster and insatiable reader, and
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Tends to have warped sense of humor
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« Reply #25 on: October 20, 2006, 11:38:23 PM » |
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Well, there's not a lot I can add to the comments already made. The weekly quiz idea is one that I used when I had zero grading support and a whopping 150 students (to be fair, not all of the students whopped; but many of them did).
Nowadays, I have about 50 students (a light semester for me at this teaching-centric institution) and the grading pool consists of students in my lowest class or below, meaning I can't get a grader.
So each week they turn in their work, which consists of all the problems assigned the previous week. I pick ten, each worth 0, 1, or 2 points. Then I whip through them. I glance at each problem long enough to see if the work looks approximately right, and check the solution to see if it's correct. If not, and some work is there, it's 1 point; if so, and some work is there, it's 2 points. Otherwise, zero. Add 'em up, and we've got a total out of 20 (easy to convert to a percentage, and easy to figure letter grades). At semester's end, I add the 10 highest scores for each student (forgiving some number of assignments means I don't have to worry about late homework or excused absences on turn-in day), and scale it to 15% (the value of the homework and quizzes together).
Oh, and I add quiz grades into the mix; I should give quizzes more frequently. If I haven't assigned enough problems to choose 10 whose answers are not in the back, or if they're big complicated multi-part problems, I'll make 'em worth 4 each (and that takes some time, unfortunately). Solutions to the quizzes posted regularly means that they can get fast feedback even before I get them the quizzes returned.
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Unfortunately, I think conjugate gives good advice.
∀ε>0∃δ>0∋|x–a|<δ⇒|ƒ(x)-ƒ(a)|<ε |
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cc_alan
is a wossname
Distinguished Senior Member
Posts: 7,242
Caution! Nekkid zamboni driver ahead.
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« Reply #26 on: October 21, 2006, 07:12:19 AM » |
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What about picking, for example, 2 or 3 of the possible problems and then just grading 1 of them. And you can tell the students that you're going to grade just 1 problem so they better do the entire assignment and they'll never know.
Alan
That's pretty much what I said. I just didn't limit the total assignment to 2 or 3 problems. What, do you actually expect me to be able to read AND understand the material? While I expect this of my students it doesn't mean that I have to do it. I haven't a clue how I took your idea and turned it into my "original" thought. Let's just blame Friday... :) Alan |
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Excuse me... which aisle would I find the unicorns and rainbows? No, Alan is a man among men, striding the Earth like a Colossus with a really big bladder, wearing a tool belt.
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rambling
Somehow, while I was not looking, I became a
Senior member
Posts: 568
so hours&hours of chronicling have come to this...
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« Reply #27 on: October 24, 2006, 09:28:54 AM » |
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Well, I had thought Alan had meant that he would pick (among all the problems assigned) three of them, say 11, 13 and 17, and while grading each student's work, pick one of those that that person did the best among 11, 13 and 17 and grade that one... I tend to make things harder than they are I suppose...
But I sure liked conjugate's case where the students whop and he himself whips...
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bloom where you are planted...
---words of wisdom from fellow forumite notaprof
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