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 don't know if I've posted these questions here before, but organizing my papers from the previous term, I've come across them again, and it's safer to record them here again.

First, what are the advantages and disadvantages of informing the students of the point system used in an exam while they are answering it? For those who are just aiming for a passing grade, they might just answer enough to get that, and go no further, although the disadvantage is still on their part if it turns out that what they thought were correct answers turned out to be wrong.

Then they would have a lower grade than expected, and a failing one at that

The advantage of this is that the students are assured that the teacher isn't biased against them, maybe giving less points for the questions that most students answer correctly and more points for those that a lot don't get.

That would be like forcing a grading curve where it's assured that a certain number of students will pass and the rest will fail in the course, even if all of them are above average.

Compromise: present the score distribution at the end of the exam, so students will have an idea of what their grade may be, but after having attempted to answer everything.

What about giving problem sets before exams, that the students are going to expect are the same types of questions? Is that borderline spoon feeding?

Isn't it safer for the students to study everything and be prepared for whatever comes out?

No good giving the exam as a problem set AFTER either, which will only encourage the students that even if they don't study, they could still pass the course.

What about cramming when the exam has already started, eating away at precious minutes best spent answering? It's basically poor planning on the students' part, when they should have started studying even before the class started.

How to prevent this behavior that some teachers condone? Refuse to accept anyone in the room after the exam has started, regardless of their excuse?

After all, making sure they're early for the important sessions is part of what we want to build.

Session 2205 may not give students all opportunities to pass, but they'll be better prepared for challenges.