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Course Queries Syllabus Queries 2 years ago
Posted on 16 Aug 2022, this text provides information on Syllabus Queries related to Course Queries. Please note that while accuracy is prioritized, the data presented might not be entirely correct or up-to-date. This information is offered for general knowledge and informational purposes only, and should not be considered as a substitute for professional advice.
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In my syllabus there is series of writing assignments that are worth 10% of the final grade. Over the course of the semester there were supposed to be 4 assignments, however as a result of snow days and other extrinsic issues, the students have only turned in one of these assignments and I am not likely to be able to get any more in by the end of the semester.
Additionally, when I designed the assignment, I did not fully appreciate how difficult it would be for the students and how difficult it was going to be to grade. At this point it is only going to be reasonable for me to assign grades based on whether the student put some effort into the assignment (i.e., check+, check, check-, 0).
So I am left with the situation where 10% of a student's final grade could be the result of one assignment that was graded only on completion.
As I see it, this poses 2 problems:
The final grade of the students that did the assignment will be artificially inflated, and
the final grade of a student that missed the assignment for whatever reason will be reduced to a degree disproportional to the offence.
Is there a way to deal with this situation fairly?
(I have considered moving the assignment to another assignment group (e.g., counting it as a classwork assignment) but then I am not sure how to redistribute the orphaned points in a fair way.)
There have been several proposed solutions for redistributing points: use the single assignment as extra credit, offer an alternative assignment that is feasible, just redistribute orphaned points equally, etc. Any combination of these could be "fair."
But I think it is unfair to unilaterally change the syllabus (even if change is unavoidable) once students can no longer drop the class without penalty.
For example, some students may be thrilled at the option to equally redistribute the orphaned points and use the written assignment as extra credit. But a student who is great at written assignments, and was really counting on the ten points of assignment credit described in the syllabus to boost his/her grade, may think the only fair solution is to offer an optional alternative written assignment (one that is feasible to do and grade).
This doesn't mean that you have to poll every student individually, just include them in the conversation.
Even with a large class, you can present your preferred solution (or two proposed solutions) in class and solicit feedback. If there is no public disagreement, say "Anyone who has a real problem with this change should send me the details of their objection and proposed alternative by email, and I will seriously consider the objections."
(If the students are split between two proposed solutions, you can offer something like, "Your grade will be the higher of Option A and Option B.")
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