Student "edition" found at {csi dot journalspace dot com}.

Maybe I shouldn't have started this blog now, not with everything that's been going on.

What's with students who delay going into an exam even though it has started, so they would have more time to review - or more accurately, cram - outside the classroom at the expense of having fewer minutes in which to take the test?

It's a big risk on their part, and really only works if they have pored through the material previously, and are just confirming what they are not sure of, otherwise, repeated occurences should tell them there really is no real retention.

@@ As for the defining the point system I've had previously, I've had another encounter with a similar attitude, this time from a student who asks about the breakdown of all the requirements in the computation of the final grade.

When he realized that the daily exercises were just five percent over all, he voiced this loudly as I gave them another exercise, in a dismissive tone; like he'd rather not answer it.

I could always retort that he shouldn't come back to me begging when there is only five percent lacking in his standing to get a passing grade.

It's another thin line that the students have to tread, because I also told them that the degree of completion of the exercises are the basis I use on the level of difficulty of the exam.

So when they complain to me that the exam is tough, I point them to their exercises, which are on the same topics, and ask them why they were able to answer it succinctly previously?

Of course the answer is that they just copied from their classmates without trying to understand the concepts, and that is their dilemma.

Not that I'm also going to give a very easy exam jsut because everyone failed in the exercise on the same coverage.

Session 2013 only limits their output and effort to what they think "counts". Class dismissed.