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I was a Computer Science student and teaching assistant at the University of Toronto for a number of years (about a decade ago), and the 20% rule was in full ef
by epalm 10y ago
I was a Computer Science student and teaching assistant at the University of Toronto for a number of years (about a decade ago), and the 20% rule was in full effect: "On a test, if you write 'I don't know', you get 20% of the marks for that question"
As a student, this challenged you to know and understand what you know, and what you don't, and promoted the idea that knowing what you don't know is, in itself, valuable.
As a teaching assistant marking tests, this virtually eliminated long, tedious, often vacuous answers where the student was clearly throwing darts and hoping for a mark or two.
- silverphoenix 10y agoI recall there was another professor at UofT during my time there that used a scheme of "Everyone starts with 30% on each question, every relevant and correct statement you write earns you marks, every irrelevant or incorrect statement loses you marks."
- derefr 10y agoIt'd be interesting to use that approach without having each question need to be limited by asymptotically approaching a 100% per-question score. You could do so well on a question (proving things the teacher didn't expect the students to have learned at that level) that it would help you out with your scores on other questions. Probably I'd just let the questions be scored with integers, start everyone off at 3, +1 for good points, -1 for bad points, and then take the Euclidean distance of all their question-scores to find out the total "length" of the reach the student has into good-answer space.
- neduma 10y agohttps://www.youtube.com/watch?v=GiPe1OiKQuk https://www.youtube.com/watch?v=GiPe1OiKQuk