tag:blogger.com,1999:blog-20099192.post1090562682744360050..comments2024-01-28T03:35:51.182-05:00Comments on Reassigned Time: A New Kind of Test (For Me)Dr. Crazyhttp://www.blogger.com/profile/12457967076373916629noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-20099192.post-20976601589804517832007-09-14T20:57:00.000-04:002007-09-14T20:57:00.000-04:00I like your approach. As you might guess, getting...I like your approach. As you might guess, getting students to take their homework seriously is a problem in physics (what I teach) and math classes. <BR/><BR/>One of my main tactics is to be sure that I can show them that some of the exam problems (used to set the 60% score level) are basically just a new version of a homework problem. And I point this out, explicitly, the day after the test. You might find that this helps make the point you are trying to make. <BR/><BR/>Another is to make a scatter plot of exam grade versus homework effort. (In your case it might be attendance and class participation.) The correlation might surprise and shock the slackers who think no one else is doing any work either. I find the extra work to be very effective, and I only have to do it on the first test.Doctor Pionhttps://www.blogger.com/profile/12513786840852469648noreply@blogger.comtag:blogger.com,1999:blog-20099192.post-82607346996277870872007-09-14T12:22:00.000-04:002007-09-14T12:22:00.000-04:00I did this for a course I taught last year. It wa...I did this for a course I taught last year. It was also my first time moving away from take-home to in-class. It worked extremely well. The only big complaints I got were from a student who wrote the kinds of things you mention on the evals--he was upset that he had to come to class, do the reading, or any real work, basically. It was easier to grade, a real time-saver, and a good measure/demonstration of what they'd learned. Hope it works well for you, too.litprofhttps://www.blogger.com/profile/04207910700529199758noreply@blogger.com