P

This is an outline

Four-year liberal arts undergraduate institution ~ 6,800

(A few master's degree programs - not in sciences)

**
Courses I teach
** BIOL215 = A&P I (BIOL216 = A&P II)
Lecture and Laboratory
Enrollments (96/lecture section, 24/lab section)
Student types
** Nursing
** Physical Education
** Athletic training
** Biology (pre-professional)
Respiratory Therapy
Medical Technology
UMES students
Biology of Human Aging (General Education)
Pathophysiology (Nursing)
Vertebrate Embryology (Biology)
Others - sporadically
Familiar faculty self-questions ?
**

"Do you grade on a curve?"

"What is my average?"

"Can I still get a B?"

"What must I get to pass?"

"What do I need on the final to get an A?"

My system for questions, challenges and problems with exams.

Adaptability

Flexibility

Clarity of results

Works for anything graded

(e.g., exams, reports, presentations)

Creating and grading exams -

a. Write all possible questions or use a test bank.

b. Assign appropriate point values for each question.

(use whole numbers and multiple points)

c. Decide whether to reveal point values on exam.

d. Establish time limit for test (e.g., 50 minutes).

e. Estimate time students would actually need.

f. Add or delete questions or points to adjust exam value and length.

2. Give the exam, noting any peculiarities

3. Grade the first exam.

a. Give points earned.

b. Adjust possible points or expected answers.

c. Regrade questions where the possible points or the expected answers have been adjusted.

4. Add points earned; record in grade book.

5. Determine total possible points on exam.

6. Make bar graph showing grades in ranges.

7. Determine minimum points for letter grades.

8. Create grade conversion table.

9. Show students bar graph and conversion table.

Explain meaning before returning papers.

2. Give the exam, noting any peculiarities

3. Grade the second exam

4. Use the same steps as for the first exam.

5. Create a grade conversion table. 6. Show students the bar graph and conversion table.

Explain meaning before returning papers.

1. Make up and give the third and subsequent exams.

2. Grade the third and subsequent exams. Update grade conversion table.

Creating and grading make-up exams

» Use the same steps as for the second exam.

» Determine the maximum possible points on the make-up exam

2. Grade a make-up exam

» If make-up exam is considered equivalent to the original exam

» » Determine percent of the total points possible the student earned

» » Use percent to calculate equivalent points on original exam

» If make-up exam is not equivalent to the original exam

» » Use your judgment to determine the student’s equivalent points for the original exam.

3. Record equivalent points.

Changing effect or weight of an exam

» Example: Increase effect of exam because subsequent exams covered less material

2. Multiply point values grade cut-offs and grade 100 by value (4).

3. Create revised grade conversion table

4. Multiply students’ points value (4). Record and use new point values.

5. Calculate student exam averages using the revised conversion table and revised student points.

Calculating exam average grade –

1. Add points earned on exams.

2. Use conversion table.

2. Estimate final maximum possible points.

3. Estimate number of points needed to achieve desired exam average

4. Estimate upcoming exam points student must earn to get total points needed.

Calculating final grades -

2. Use grade conversion table to determine numerical grades and letter grades on standard grade scale.

3. Use average for exams with other graded component to determine final grade.

© Copyright 2017, 2004 A.G. DiGiovanna, Salisbury University, Maryland. All rights reserved.