Hmm
Peculiar circumstances lead to uncommon thoughts. I was wondering today what would happen if the swine flu outbreak had occured sooner, and if it were so severe exams are cancelled. I wonder what action the school would take. At a glance, there are two possible scenarios: (A) award final grades based on midterms/essays/one's cumulative assignment grade, or (B) null all grades for CAP calculation, but still award module credits for those who display a satisfactory performance before the final exams (eg. attended most tutorials, got a C and above for assignments).
I think (B) would be fairer for students as a whole. I don't think it's justified to extrapolate one's midterm or CA grade to the final grade, for various reasons. For one, students who have a poor midterm or CA grade may not have gotten so because of laziness or other personal inadequacies. They could have tried new approaches to essays, presentations, they could have been taken unaware by the kind of questions certain teachers like to set, their projects could have been adversely affected by team mates, and so on. Even if they were deliberately lazy for the midterms or assignments, they should only be punished in proportion to the percentage stipulated right from the start, for their very laziness could be due to the knowledge that this or that particular assignment is only 20%. If it were established that midterms would be 80%, I'm pretty certain they would display a relatively hardworking attitude even if they are very lazy students. Another way of looking at the issue is that no student should get an A as a final grade even if he or she got an A for 30% or 40% of the course. Same goes for the worst grades.
Just some random and completely useless thoughts, as usual.
I think (B) would be fairer for students as a whole. I don't think it's justified to extrapolate one's midterm or CA grade to the final grade, for various reasons. For one, students who have a poor midterm or CA grade may not have gotten so because of laziness or other personal inadequacies. They could have tried new approaches to essays, presentations, they could have been taken unaware by the kind of questions certain teachers like to set, their projects could have been adversely affected by team mates, and so on. Even if they were deliberately lazy for the midterms or assignments, they should only be punished in proportion to the percentage stipulated right from the start, for their very laziness could be due to the knowledge that this or that particular assignment is only 20%. If it were established that midterms would be 80%, I'm pretty certain they would display a relatively hardworking attitude even if they are very lazy students. Another way of looking at the issue is that no student should get an A as a final grade even if he or she got an A for 30% or 40% of the course. Same goes for the worst grades.
Just some random and completely useless thoughts, as usual.
6 Comments:
C) (which is the most awesome option)
scrap all exams prepared, instead tell all students they have a week too apply what they have learnt from their module to the swine flu outbreak. Like if you are doing a theater course write up a script for a play on it, maths mod illustrate and represent digramatically the potential spread of the disease, architecture um, design hospitals and houses that reduce the chance of infection spread. Music theory, hm, examine and explain the effects of listening to music while sick. Bio students - find a cure and you automatically get an A+. Nobel Prize optional.
I nominate Zhan to be the President of NUS.
Philosophy students can write about medical ethics and dissect theories like biocentrism. Given the emphasis on reverence for life, is it ethical for us to destroy viruses, since they are forms of life as well? Students in LKY School of Public Policy can write about whether it is prudent to bring in so many foreigners to the extent that Singapore is now the 2nd most crowded country in the world, which increases our chances of experiencing an enormous outbreak given our ridiculous population density. Also pertinent is the issue of whether the economic benefits this decision supposedly generates can be better brought about by other policies, etc.
Malay Studies students can also write about the relevance of the 'swine' flu to Halal practices!
Business students can analyze the costs and benefits of not conforming to regulations that may lead to higher running costs. English language students can analyse how the virus may potentially alter one's larynx and cause one to make piggish sounds. English literature students can prepare to write a sequel to Camus' The Plague.
Hm...does knowledge have to be applicable to be worth studying?
Aquila
... does knowledge have to be applicable to be worth studying?No; but this discussion is all in the name of fun. :D
English language students can analyse how the virus may potentially alter one's larynx and cause one to make piggish sounds.Shouldn't this task be assigned to medical students aspiring to be otolaryngologists and not English Language students???
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