Barry Westling

Hi Richard: I don't give extra credit, and many teachers and institutions have adopted similar policies. Usin a work example, an employee with a particulark skill deficiency is given training to improve it in order to be productive and efficient at their job. Failure to learn that skill may mean reassignment or loss of employment. In the classroom, objectives and skills are taught, practiced and assessed. Poor performance may require additional instruction, but not rewarded by substituting extra points for falling short of the measured learning. Extra credit leans towards grade inflation, is often not graded consistently, is requested by… >>>

Hi Shawn: There's a balance. Projects are a learning strategy, while assessment (quizzes, tests) are a learning measurement tool. Most course have some of both. Overemphasizing the instructional component without adequate measure may not accurately reflect the students progress. On the other hand, too many assessments (too much weight towards a grade) takes time, and may not give the student enough time to digest, assimilate, and memorize the material, thus driving the grade downwards (perhaps unfairly). One way to approach this is to use the course objectices as measuring tools. So, your lessons focus on teaching essential and collateral objectives,… >>>