'Give Me a Better Grade—I Deserve It’

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Monday, July 14. 2014

'Give Me a Better Grade—I Deserve It’

He begins:

The grades I just issued in my post-calculus, differential equations course – a sophomore math offering taken mostly by engineering students—followed the usual bell-shaped curve, roughly 10% A’s, 20% B’s, 40% C’s, 20% D’s and 10% F’s. The complaints came more from the D students than from the Fs.

Posted by The Barrister in Education at 14:28 | Comments (8) | Trackbacks (0)

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Well, there is no reason to believe that a Gaussian Distribution is appropriate at this level, so the prof's initial premise is wrong. Far up the curve, where this class and these folks certainly are, there should be more B's than A's, more C's than B's, more D's than C's and more F's than D's.

Only partly kidding. The students did do something to even get into the school/program/class are thus are not a random sample. Still...

#1 Assistant Village Idiot (Link) on 2014-07-14 18:30 (Reply)

I agree - why is Gaussian assumed to be the correct target distribution? I've always believed there was a bare minimum of demonstrated knowledge required; below that minimum you fail. Case-by-case decisions needed for D's and F's, not a curve. DiffEQ is a tricky subject for many, and it's entirely believable that this sophomore class would yield many failures. For me the light went on when I left the Boyce and DiPrima class textbook and found a book that was easier to understand. Decades later I still use that approach when learning anything new - find the easy introduction to get oriented, then get as complex as needed.

#1.1 Harley Cudney on 2014-07-14 20:04 (Reply)

I remember struggling through DiffyQ. But I was a math major. The engineering majors had different sections. It was hard slogging and I was proud of the solid B I earned. And I learned a lot. The came Diff EQ II. Wow!! I eventually earned a B, but that course convinced me to move into the symbolic logic/set theory path and away from the applied stuff.

As far as I can recall [it was a long time ago] the was no cure as such, just points to be earned toward a known grade. No extra credit, either. I doubt there were an grades of F unless someone quit attending. Mostly B and C.

#2 JorgXMcKie on 2014-07-14 19:06 (Reply)

A "D" in diff. equations is a strong suggestion that you're enrolled in the wrong major. A refusal to repeat the course is a stronger sign. Best to cut your losses and choose a field that's more within your abilities. Engineering isn't for everyone.

#3 Texan99 on 2014-07-15 10:36 (Reply)

"A refusal to repeat the course is a stronger sign."

Spot on. I had to repeat DiffEq; see my comment at Professor Lipsman's essay that's referenced here.

cheers chuck

#3.1 dhmosquito on 2014-07-16 15:50 (Reply)

To use the Gaussian Distribution or not to use the Gaussian Distribution is not the question. Nor is it really about how many students may be pursuing a field of endeavor they are not prepared for.

The point of the article is about how many students expect to succeed, even when they fail. Americans have been trained to expect passing grades. They see it as a right.

Where and how did this become the norm? Oh, maybe by observing how quota systems work? Maybe by experiencing the virtue of privileges extended on the basis of skin tone and gender? Why should grades matter if everything else is distributed according to the rank you hold in the disadvantaged/abused/victimized/entitled/minority sweepstakes?

#4 W. C. Taqiyya on 2014-07-15 17:13 (Reply)

Agreed - by far, that was the point of the article (which I read AFTER getting sidetracked by the Gaussian distribution in the Maggie's Farm snippet). I think the cause may be in part what you wrote, and also in part the "everybody wins" mindset.

#4.1 Harley Cudney on 2014-07-15 19:12 (Reply)

Agree also. Mine was a tangential (though I think worthwhile) point. I do favor a "at least reach the minimum necessary" approach. An experienced professor knows what you will need to move to the next step. There may be more folks who reach that threshold one year than another. Those should pass. If all make it, fine, if none, also fine. Though, as a practical matter, a few years in a row that look unbalanced might suggest a reevaluation. As for the student, the point should be that the standard should be reached.

Tell them it's as unforgiving as a videogame.

#4.2 Assistant Village Idiot (Link) on 2014-07-15 23:06 (Reply)

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Monday, July 14. 2014

'Give Me a Better Grade—I Deserve It’