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.

I think I have to adapt my test giving style once again. This "new" batch of computer science students are failing my tests continuously.

They know that because of the topics, that the succeeding coverages of the exams are going to build on the fundamentals discussed before.

But that doesn't make them up their effort (using "up" as a verb).

They themselves acknowledge to their classmates in the middle of the exam that when they say "I will make up for my lack of correct answers in the next exam" is a perpetual hollow promise.

Maybe, next time when I have these kinds of subjects, that there will be a portion of the exam that is solely based on the fundamental earlier topics.

Then, if they can answer that, there's still hope for them, both gradewise and learningwise, because it increases their scores, and at the same time it tells me they are not hopeless.

Because if they failed the fundamentals and they failed the exam on the next level of topics, I have no idea if they worked harder on learning the fundamentals for the second exam or not.

The question is, what percentage of the succeeding exams will be based on the initial topics? Fifty percent? Too much, I think.

One fourth? Maybe too little to check and too pull up their grades.

One third? Possibly. It might also not be too late to implement it in the fourth exam (for my Assembly Language students) and in the third exam for my Digital Design students).

And of course, I can do the same thing in the finals, in the same percentages.

Wow, needing to increase student achievements really is a trial and error business.

Session 2073 now admits a potential deficiency in the tools for measurement. Class dismissed.