> If that is indeed the case then the student's "significant misunderstanding" of this material wasn't reflected in the calculation of their final grade, which is the textbook definition of grade inflation.
I don't know; it depends. I typically write my rubrics so that there are "style" points. In a really easy proof, style might be up to half the available points. In a very difficult proof perhaps only 1/10 or less.
But even that doesn't totally solve the problem. Some mistakes are on the border between style and substance. Grading and assessment aren't a perfect science.
> I seriously doubt the existence of University of Phoenix has ever made an employer say anything close to that.
Call me old-fashioned, but IMO the actual education is still the hard part of the Education Industry.
My comments have all assumed the goal is student understanding. IMO the obsession over grades (by students and by external observers), testing, and accreditation is completely mis-guided. Focus on exceptional student outcomes and the rest is easy.
I don't know; it depends. I typically write my rubrics so that there are "style" points. In a really easy proof, style might be up to half the available points. In a very difficult proof perhaps only 1/10 or less.
But even that doesn't totally solve the problem. Some mistakes are on the border between style and substance. Grading and assessment aren't a perfect science.
> I seriously doubt the existence of University of Phoenix has ever made an employer say anything close to that.
Call me old-fashioned, but IMO the actual education is still the hard part of the Education Industry.
My comments have all assumed the goal is student understanding. IMO the obsession over grades (by students and by external observers), testing, and accreditation is completely mis-guided. Focus on exceptional student outcomes and the rest is easy.