- Joined
- Aug 18, 2009
- Messages
- 380
- Reaction score
- 0
I understand that classes across different universities cannot be "standardized" as there is little or no communication between faculty so what is considered "important", grade calculation, whether or not there is homework, test format, etc... varies greatly. However, do any of you feel that there is a lack of consistency among same level classes (course name and number being equivalent) in your own university?
For example, my organic chemistry class with professor A currently has 3 tests (300 points), online homework (100 points), a final (200 points). The lowest grade on an exam is dropped and if the lowest is a final, then half of it is dropped. However, almost 20 points in total have been awarded if certain lengthy and complicated homework assignments are completed. The tests sometime contain one or two multiple choice questions and sometimes one or two comparative (rank which is the best base, stability, etc...). There is no curve for the class (so far). The questions on the exams are easier than professor B and it is widely accepted that the quality of teaching of professor B is unmatched to any other professor teaching organic chemistry. The syllabus has changed several times throughout the course and all of it was for the benefit of the students. One such change (that I find to be beyond ridiculous) is that he offered a "Final Contract" for any student, which basically says that you agree to have the final exam count as your ONLY grade. This was meant for people who were failing the course, but many others decided to do it as well. We'll see how that works out.
Professor B on the other hand gives four exams (400 points), and a final exam (200 points). The final is not eligible to be dropped (to my knowledge) and the lowest scored exam of the four is dropped. Each test, however, is curved to something of modified bell curve. The averages vary from year to year and each class (each section has their own curve). The class scored surprisingly well for the first exam so below an 86% was considered a C. All the following exams had averages of around 45-65 and each were curved accordingly. However, even though the quality of teaching is higher, he prides himself on ensuring that there is a wide distribution of scores. Meaning that few or no people will do 100% level work (like the MCAT 😉). Though, a lot of people agree that the students in Professor B's class are well prepared for the next semester of organic chemistry.
Generally speaking, people in Professors A's class have a higher grade in Professor B's class. However, both are awarded the same level of difficulty for each class (none is weighted more than the other). This inconsistency leads to a lack of standardization and a way to effectively compare two candidates based solely on grades. This was also true for an English class I took where the instructor missed 7+ days due to a variety of reasons and then somehow lost here gradebook (not kidding). Grading was easy to begin with (A-thought out work, B-you completed the assignment, but this is obviously a rough draft, C-you forgot to put in a conclusion/paragraph, F-you were stupid enough to plagiarize even though I give such inflated grades), but then because she lost her grade book so if you went back and returned the original graded essays, you'd receive an entire letter grade better on one of your papers.
I'm thinking this is happening to me because I go to a large university, but classes like gen chem have recently been standardized. The lectures are all made on powerpoint and all the professors teaching that year meet together and plan out the semester. The lectures are exactly the same, but some more emphasis on certain problems and the difference in some examples used are inevitable. They all receive the exact same test and the grades are curved for the all the students as if it were a single class. The instructors vary (obviously), but at least this way you measure how effective a professor is. Plus, from years to come, if nothing major changes in the material, someone who took this course five years down the road could accurately compare their grade to someone who receives a grade now.
Does anyone else have this problem or something similar? I might be one of few because I go to such a large university (30,000+).
Btw, thanks for making it to end if you read this, I'm surprised how long this turned out to be.
For example, my organic chemistry class with professor A currently has 3 tests (300 points), online homework (100 points), a final (200 points). The lowest grade on an exam is dropped and if the lowest is a final, then half of it is dropped. However, almost 20 points in total have been awarded if certain lengthy and complicated homework assignments are completed. The tests sometime contain one or two multiple choice questions and sometimes one or two comparative (rank which is the best base, stability, etc...). There is no curve for the class (so far). The questions on the exams are easier than professor B and it is widely accepted that the quality of teaching of professor B is unmatched to any other professor teaching organic chemistry. The syllabus has changed several times throughout the course and all of it was for the benefit of the students. One such change (that I find to be beyond ridiculous) is that he offered a "Final Contract" for any student, which basically says that you agree to have the final exam count as your ONLY grade. This was meant for people who were failing the course, but many others decided to do it as well. We'll see how that works out.
Professor B on the other hand gives four exams (400 points), and a final exam (200 points). The final is not eligible to be dropped (to my knowledge) and the lowest scored exam of the four is dropped. Each test, however, is curved to something of modified bell curve. The averages vary from year to year and each class (each section has their own curve). The class scored surprisingly well for the first exam so below an 86% was considered a C. All the following exams had averages of around 45-65 and each were curved accordingly. However, even though the quality of teaching is higher, he prides himself on ensuring that there is a wide distribution of scores. Meaning that few or no people will do 100% level work (like the MCAT 😉). Though, a lot of people agree that the students in Professor B's class are well prepared for the next semester of organic chemistry.
Generally speaking, people in Professors A's class have a higher grade in Professor B's class. However, both are awarded the same level of difficulty for each class (none is weighted more than the other). This inconsistency leads to a lack of standardization and a way to effectively compare two candidates based solely on grades. This was also true for an English class I took where the instructor missed 7+ days due to a variety of reasons and then somehow lost here gradebook (not kidding). Grading was easy to begin with (A-thought out work, B-you completed the assignment, but this is obviously a rough draft, C-you forgot to put in a conclusion/paragraph, F-you were stupid enough to plagiarize even though I give such inflated grades), but then because she lost her grade book so if you went back and returned the original graded essays, you'd receive an entire letter grade better on one of your papers.
I'm thinking this is happening to me because I go to a large university, but classes like gen chem have recently been standardized. The lectures are all made on powerpoint and all the professors teaching that year meet together and plan out the semester. The lectures are exactly the same, but some more emphasis on certain problems and the difference in some examples used are inevitable. They all receive the exact same test and the grades are curved for the all the students as if it were a single class. The instructors vary (obviously), but at least this way you measure how effective a professor is. Plus, from years to come, if nothing major changes in the material, someone who took this course five years down the road could accurately compare their grade to someone who receives a grade now.
Does anyone else have this problem or something similar? I might be one of few because I go to such a large university (30,000+).
Btw, thanks for making it to end if you read this, I'm surprised how long this turned out to be.
