Nsi Exam Question 2022

[Marylouise Colleen]

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I suspect a student misread an exam question worth 10 points (exam out of 120). Aside from this one student, the rest all understood the question and the average grade was 8.2/10 for this question. One student did something entirely different and got 0.

I do not like the thought of giving this student a zero on this question when it may be a language nuance issue. They are very close terms, the one I used and the one they misunderstood if for. This student has had issues all semester though with handing work in, attending class, completing assignments, etc., (hence, why this is important as it may have implications for their grade, major, graduation).

The student is on an important grade boundary and it could make a difference to their final grade even a difference to if they have to take the class again / can graduate on time / or even stay in the major.

The Department Chair recommends removing this one question from this one student's exam and the Associate (sub) Dean applying the "rest of the exam average" to this one question. This is two ways of saying the same thing really as the outcome is identical. Either way you do it applies this one student's average grade for all the other questions to this one question. The Chair and Dean (both whom I highly regard) have no more information than this board aside from the student's name. So if the student averaged 70% on the other questions this would be identical to giving them a 7 out of 10 on this question (this 7 is close to what would happen). Hmmmm. This has not come up in all the answers or comments below.

At my institution the default way to handle this is (3 Stick with the 0 for this question). Essentially, every student is required to handle the teaching language well enough to be able to work on the test. In practice, many teachers will fall back to (2 Give them some consolation points) if giving 0 points seems too harsh. If (1 Give them another stab at it with more language context) is an actual option, that seems like a senseful way, too (e.g., in a short verbal exam). However, in practice this is often not possible in my courses, either because it would be very impractical or because the course regulations do not allow it.

Both, (4 Grade the question they answered and not the question asked) and (5 Give him / her the lowest grade anyone else got for this question), seem like relatively weird ways to handle this situation. With (5), you are essentially decoupling the grades for the student from what (s)he has actually written on the test. (4) breaks a fundamental exam concept, i.e., that the instructor chooses the question that the student should be answering, and not vice versa.

As bad as you may feel if "your" grade is the tip of the iceberg that leads to bad consequences for the student, you should be aware that it is the sum of bad performances that has gotten the student into troubles. Your grade is just the last in a series, and your grade is as much "at fault" as any other bad grade the student received. Hence, I feel you are not required to take the larger picture into account.

I have been grading exams for a long time (since 1988 or so), and it is not uncommon for a student who doesn't recognize a term to guess its meaning, and get it more or less wrong. Map generalization means (as I just googled) decreasing the level of detail on a map so that it remains uncluttered when its scale is reduced. That is a technical term from cartography, and something that I had to look up. I assume that by "general purpose map" you just mean a map that isn't specifically designed for a certain purpose. I didn't have to google that, and if you have no idea what map generalization means, it is not an entirely unreasonable guess that it has something to do with general-purpose maps.

(This answer may sound a bit arrogant, but I do have many years' experience trying to figure out, from a few hard-to-read words scribbled on a paper, not just if the answer is right or wrong, but if the student has understood the subject or not. Also, the only reason I am posting here right now is to get away from the exams waiting to be graded.)

Stick with the grade deserved for the question. I don't understand the concepts you're referring to, but I suggest the possibility that if the student had attended class regularly, then the student might have been aware that "map generalization" and "general purpose map" are two different things. You should not be surprised that poor attendance can impact an understanding of a topic in interesting ways.

If you have been awarding points for things that are correct even if they don't necessarily address the question that was asked, then give this student the appropriate number of points. Otherwise, I think you should not.

I think it is a very slippery slope to try to guess why a student got something wrong. I don't want to live in a world where, say, an instructor makes judgements about which students have disabilities and/or are at a disadvantage, and treats students differently as a result. (I'm not saying you are such an instructor.)

Having compassion and advocating for students is, of course, good. I have "saved" two students from disastrous exam performances by talking with them privately and recommending they speak with Health Services and Disability Services. But I only gave them make-ups after the appropriate office at the University told me that such a make-up was warranted.

Another is to treat an answer as a process, and give students credit for those parts of the answering process which they did correctly and take points off just for those steps where they made a mistake. That is, if they mess up an early step, they aren't penalized in subsequent steps which proceed correctly from incorrect results they've already been penalized for.

Different have their benefits and drawbacks, and their proponents. You need to figure out which philosophy you ascribe to and why. If you don't have an "official" partial credit policy (e.g. on your syllabus), think back on how you've approached awarding partial credit in other situations.

Answering the wrong question is similar to other mistakes made during solving the problem. But instead of getting partway through the solving and making an error, they made the mistake out of the gate. If you're an absolute correct-or-not person, things are clear: they get no credit, because nothing is correct.

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