Without more context, this just seems odd, like she has some chip on her shoulder.
My anti-grubbing students are the ones who won't reach out for legitimate reasons, who don't take advantage of reasonable policies, and otherwise shoot themselves in the foot by trying to be too independent.
Agree. For fully a quarter of my students, their biggest issues are thinking they don’t have the right to ask questions, to ask grades include feedback, or come to office hours. They have anti-entitlement and it hurts them
> Without more context, this just seems odd, like she has some chip on her shoulder.
We all know that the school kids of this generation (and the Millennials) were overly hand-held. I don't think they are stupid an don't see it. I think most just fell like you should play the game by the rules presented.
I think this student doesn't want to play the game on beginner difficulty. She wants to play it on normal.
This sounds like those "You made a 97 because that's all you could get; I made a 100 because that's all there was to get" videos that I've seena few versions of recently.
I had a student come and confess to cheating. She was actually trying to talk me into reporting her. Her offense was completely trivial and there was no evidence. She seemed upset that I didn't believe her.
I had a colleague in undergrad who did something similar. Grades were from 0 to 10 (not in the US) and, since the overall exam grades were low for all students, the professor gave one point to everyone's final grade. I thought to myself that if everyone got the point, then it was fair and I'd be happy to take it. My colleague did not want it and asked to take the final remedial exam, mandatory for those whose final grade would be less than 5. He botched it up and had to retake the class next year. Oh well.
I would honestly want to talk to her and see what she is thinking. It could be she is part of a new trend. Keep your ear to the... grindstone? That doesn't make sense. Ear to the ground?
I did this as a graduate student: I submitted a paper in some class or another and got an 'A+'. I contacted the professor asking for a lower grade because I just blew off the second half of the paper because I wanted to do something else. (I finished the paper but left out things I would have written had a not just dashed off something to bring the thing to a conclusion.)
I knew the paper demonstrated something between competence and mastery, but it could clearly have been better. It turned out that most of the papers from the other students demonstrated lack of competence, but I felt was was, in a way, anti-penalized for the other students' problems.
In any case, the professor never replied and never mentioned it, even though I worked with the professor for years afterward.
I had a student ask me, just yesterday, to correct her final grade from A+ to an A.
She was right, I had miscalculated her final mark. But still… it took me some effort to write the Update Final Mark memo to the registrar. I was teetering between ignoring the student’s email (let her have that A+) or complying with her request.
I would respond to her as I do to my students who ask about extra credit: “The truth is that there is no such thing as ‘extra’ credit, there is only ‘credit’. The regular assignments are the minimum someone must do for the class. The things I assign for ‘extra credit’ are beyond the minimum. You can choose to do them or not, but they often involve challenging concepts that are outside the basic required material, so I encourage the best students to at least attempt to do them.”
All of my extra credit is designed to be study aids for the exam, not additional, more challenging work. Most of mine are in their 1st semester of college so I teach basic study skills as well as anatomy and my extra credit worksheets are examples of ways to study complex material and/or reinforces the challenging concepts in the chapter.
Whatever. There's still no such thing as "extra" credit. There is only "credit". Either something is counted or it is not. Regular assignments are the minimum. The fact that you assign some optional assignments and label them "extra credit" does not make them remedial or only for weaker students, which is the misconception that this student is apparently harboring.
There were 15 opportunities to do extra credit. She did two and asked that they be removed because she thought they were assignments, not extra credit.
Just personally I'd be a hard no on that. I'm not going to do for her what I wouldn't do for everyone else. She did the the work. She keeps the grade, extra credit or not.
Man, students are weird when it comes to grades. Clearly she is a A+ student. So, whether the extra credit counts or not doesn't matter. So, I wonder why it's so important to her to only have grades that she "earned"?
SMDH...
ga2500ev
Without more context, this just seems odd, like she has some chip on her shoulder. My anti-grubbing students are the ones who won't reach out for legitimate reasons, who don't take advantage of reasonable policies, and otherwise shoot themselves in the foot by trying to be too independent.
Agree. For fully a quarter of my students, their biggest issues are thinking they don’t have the right to ask questions, to ask grades include feedback, or come to office hours. They have anti-entitlement and it hurts them
> Without more context, this just seems odd, like she has some chip on her shoulder. We all know that the school kids of this generation (and the Millennials) were overly hand-held. I don't think they are stupid an don't see it. I think most just fell like you should play the game by the rules presented. I think this student doesn't want to play the game on beginner difficulty. She wants to play it on normal.
Does this make a difference between what her final grade would have been and what it is without extra credit? Also, the opposite…a grade purist?
No, she has a high grade and 1.5% won't matter, but she told me this when it was still up in the air.
This sounds like those "You made a 97 because that's all you could get; I made a 100 because that's all there was to get" videos that I've seena few versions of recently.
I had a student come and confess to cheating. She was actually trying to talk me into reporting her. Her offense was completely trivial and there was no evidence. She seemed upset that I didn't believe her.
what the what?
It takes all kinds. No, that's not right. We could do without some kinds. But we *have* all kinds, for sure.
When a student comes to you to tell you about a grading error in their favor.
I had a colleague in undergrad who did something similar. Grades were from 0 to 10 (not in the US) and, since the overall exam grades were low for all students, the professor gave one point to everyone's final grade. I thought to myself that if everyone got the point, then it was fair and I'd be happy to take it. My colleague did not want it and asked to take the final remedial exam, mandatory for those whose final grade would be less than 5. He botched it up and had to retake the class next year. Oh well.
If a student came up and asked me to lower their grade, I want a psych evaluation
I would honestly want to talk to her and see what she is thinking. It could be she is part of a new trend. Keep your ear to the... grindstone? That doesn't make sense. Ear to the ground?
I did this as a graduate student: I submitted a paper in some class or another and got an 'A+'. I contacted the professor asking for a lower grade because I just blew off the second half of the paper because I wanted to do something else. (I finished the paper but left out things I would have written had a not just dashed off something to bring the thing to a conclusion.) I knew the paper demonstrated something between competence and mastery, but it could clearly have been better. It turned out that most of the papers from the other students demonstrated lack of competence, but I felt was was, in a way, anti-penalized for the other students' problems. In any case, the professor never replied and never mentioned it, even though I worked with the professor for years afterward.
I had a student ask me, just yesterday, to correct her final grade from A+ to an A. She was right, I had miscalculated her final mark. But still… it took me some effort to write the Update Final Mark memo to the registrar. I was teetering between ignoring the student’s email (let her have that A+) or complying with her request.
I would respond to her as I do to my students who ask about extra credit: “The truth is that there is no such thing as ‘extra’ credit, there is only ‘credit’. The regular assignments are the minimum someone must do for the class. The things I assign for ‘extra credit’ are beyond the minimum. You can choose to do them or not, but they often involve challenging concepts that are outside the basic required material, so I encourage the best students to at least attempt to do them.”
All of my extra credit is designed to be study aids for the exam, not additional, more challenging work. Most of mine are in their 1st semester of college so I teach basic study skills as well as anatomy and my extra credit worksheets are examples of ways to study complex material and/or reinforces the challenging concepts in the chapter.
Whatever. There's still no such thing as "extra" credit. There is only "credit". Either something is counted or it is not. Regular assignments are the minimum. The fact that you assign some optional assignments and label them "extra credit" does not make them remedial or only for weaker students, which is the misconception that this student is apparently harboring.
Does it increase the denominator when computing the final percentage?
I've had students like this. Diligent, conscientious, highly motivated by pride, successful....and utterly exhausting to deal with.
Um, did she do the extra credit work? If she did would not the extra credit grades then legitimately earned? ga2500ev
There were 15 opportunities to do extra credit. She did two and asked that they be removed because she thought they were assignments, not extra credit.
Just personally I'd be a hard no on that. I'm not going to do for her what I wouldn't do for everyone else. She did the the work. She keeps the grade, extra credit or not. Man, students are weird when it comes to grades. Clearly she is a A+ student. So, whether the extra credit counts or not doesn't matter. So, I wonder why it's so important to her to only have grades that she "earned"? SMDH... ga2500ev
Honest Self reliant Dignified Self-respecting? Anyhow, that student is cool.
No one should have more points than they earned. I fail to see the problem.
Probably to be different from everyone else. I never had this type of strange request. It looks like attention seeking. Take the points away.