That is, sadly enough, sometimes it is unavoidable to reward effort instead of mastery. E.g., you might be weighting homework heavily because that is the only reasonable way to get pass rates appropriate to your institution. They are many reasons why the grade contract on your syllabus might be incorrectly formulated. In others, textbook-based conceptual mastery would suffice. In some courses, there is no real mastery without lab mastery. What is the right measure of whether the student is mastering the material in a way that supports the follow-on classes? Ideally, you will design your syllabus so that the student's grade will appropriately reflect their level of mastery. Kudos to you for wanting to find a way for a talented and hard-working but over-extended student to succeed. Have you ever passed/failed a student like the one described above? If so, do you regret your decision? Why or why not? Further, this student is a senior, so a D grade would be a major setback for him.įor those of you who have been in this situation before as an instructor, my question: I've been told by other faculty that he has a job which keeps him up late, and have noticed that he struggles to stay awake at times during the class.ĭepending on how he fares on a project worth a large portion of his grade, and the final exam, the missed homeworks/labs could cause his grade to be below a C, which is the required grade that a student must receive if they are to advance to the second, more advanced course.
However, this student has not been handing in the assigned homeworks and has a missed a few lab assignments, as well. I have a student in my course that does well on the exams, and his answers to the exam questions show a deep understanding of the material.
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