Elementary Math Models -- Fall 2017

Results for Exam 1

This webpage will give an overview of how the class performed as a whole on the exam.  Further down, there are also some comments about how items were graded.  Please read them carefully. 

If you are dissatisfied with your performance on the exam, please make an appointment to see me.  Bring your exam and portfolio to the meeting, and  I may be able to suggest ways to make your preparations more effective for the remaining exams. And I am open to any suggestions about how I can make the course more supportive of your efforts.

You can find your individual score posted on Blackboard.  When you get the exam back in class, double check that the score on your paper is the same as what is recorded on blackboard.  Also, add up your points for the entire exam and double check that I have the right total for your paper.  I am very careful totalling and recording scores, but mistakes CAN occur.

Class Performance.  The histogram below shows all of the scores for the first exam.  The scores are rounded  to the nearest whole number, and rounded up in case of a tie.  So if you got an 86.5 that would appear as an 87 on the graph.  The graph shows, for example, that one student scored highest with a 99,  8 students scored 95 or above, and over 2/3 of the class (19 out of 28) scored in the 90s.  At this point everyone is on track to earn an B or better in the course.  However, scores will almost certainly be lower for the later exams, as we progress to more difficult material.  If you scored below 85, you should probably be thinking about ways to improve.  It might be a good ideas to come see me in my office in the next week or so to discuss your portfolio and the exam results. 


Comments On Grading Scale. 

I assign partial credit on each part of each problem based on a traditional 90/80/70/60 grading system.  That is, if I think an answer deserves a B grade I will assign between 80 and 90 percent of the points.  If you receive less than 70% on any problem, that is my indication to you of unsatisfactory mastery of that material.  If you score less than 60% that is an indication of a failing grade for that item.  Even items that are left blank generally receive some credit, perhaps 40%, so that these items do not overly drag down the overall grade.

For the first page there were two types of questions.  For 2 and 5, where you know that there is one correct answer, you receive 50% credit for any incorrect answer and 100% for the correct answer.  For the remaining questions each of the options is essentially a true/false item, and you lost 3/4 of a point for any item that is wrong, either because you marked it true when it was false, or the opposite.  The grading may not make it clear what the correct answer(s) are.  That is intentional.  Students should try to figure that out as part of the group project.

Finally, note that I do not use a rigid predefined grading scale.  At the end of the course I want to be able to adjust the cutoffs up or down so that students with nearly equal scores receive the same letter grade, as far as possible.  Because of the way partial credit is assigned, the cutoffs will be close to the traditional 90/80/70/60 marks.  Usually the breakdown is something close to 93 - 100 A, 90-92 A-, 88-89 B+, 83-87 B, 80-82 B-, 78-79 C+, 73-77 C, 70-72C-, 60-69 D, < 60 F.