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I would suggest that in the future more test problems be broken up into parts (a,b,c, etc). That way, it may be possible to demonstrate understanding of part of a topic and receive part of the credit. I understand that partial credit is given on long problems, but I feel that this credit would be more fairly distributed if certain parts of the problem were assigned different point values. | I would suggest that in the future more test problems be broken up into parts (a,b,c, etc). That way, it may be possible to demonstrate understanding of part of a topic and receive part of the credit. I understand that partial credit is given on long problems, but I feel that this credit would be more fairly distributed if certain parts of the problem were assigned different point values. | ||
--[[User:Jwromine|Jwromine]] 23:12, 23 April 2009 (UTC) | --[[User:Jwromine|Jwromine]] 23:12, 23 April 2009 (UTC) | ||
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| + | Since we did LPC in the lab without going over the details of solutions in class, I would prefer to learn the math behind the two methods before doing it in lab. | ||
Revision as of 18:26, 26 April 2009
I would suggest that in the future more test problems be broken up into parts (a,b,c, etc). That way, it may be possible to demonstrate understanding of part of a topic and receive part of the credit. I understand that partial credit is given on long problems, but I feel that this credit would be more fairly distributed if certain parts of the problem were assigned different point values. --Jwromine 23:12, 23 April 2009 (UTC)
Since we did LPC in the lab without going over the details of solutions in class, I would prefer to learn the math behind the two methods before doing it in lab.
