Game Development Reference
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Figure CH4.2
AMH 2010 Unit 2 grades.
Of course, a deeper philosophical question emerges here about assessment. Did
my new assessment adequately measure their learning for the unit? Do my older,
more traditional assessments do the same? Are they too harsh? Do I grade the
newer assessment, which combined group aspects, creative thinking, and writing
easier? I need to think about these questions as I move into the new semester to
try this again.
Overall, the grades for the course were higher, or maybe better stated,
“
stronger,
�
than previous semesters.
The College has a method of judging success by
course, measuring students who scored a C or better against all enrolled
students. Failure then includes students who withdrew. The performance was
not supremely higher, but except for the Spring 2008 semester, the overall
student performance was higher. Overall, my historic percentage of success is
59.86%, so the 66.7% is better (see Figure CH4.3).
But it also was stronger, or deeper. Typically in my classes, I have students
who I end up curving their grade based on a variety of factors. I don
'
t
begrudge this fact, nor think it a poor reflection of those students
'
learning.
However, for this class, I did not need to curve any students to
�
I did raise some grades, as before, based on my opinion of their learning, but
there was no need to
“
protect them.
any student gain a passing grade. In other words,
due to the overall work of the semester, their grades were steadier. I attribute
this to the idea of the experience Level Chart that they could see at the start of
each class.
“
help
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