Math 153 (Policies)

# Partial Credit Policy:

Unlike most of the math courses you have probably taken, this course will concentrate on ideas and abstraction rather than formulas and computation, so a numerical answer rarely is the most important part of a question. Instead, the process that leads to the answer will play an important role in all the materials you turn in on homework and exams.

 A correct answer with an incorrect method or explanation will receive little credit.

A correct answer with an incorrect method or explanation will receive little credit, while a correct method with minor errors leading to an incorrect answer will receive more credit. Your ability to explain what you are doing will be taken into account in awarding partial credit; if I have to guess about whether you understood what you wrote, you will receive less credit. If you do not include an explanation of what you have done, you will lose points as well.

Many students feel that it is better to say something, even if they know it is wrong, in hopes of getting some partial credit; however, this really makes you look like you don't know what you are doing. It is far better to admit that you don't know how to do a problem and get extra help from me, either from explanations that I write on your homework, or from coming to see me during office hours.

If you can't do a problem, I will give you partial credit for saying "I don't know how to do this problem" provided you give a brief explanation of what you think it is that you don't understand; the better your explanation, the more credit you will get.

In high-school, the grading practice frequently is to start with full credit and take points off for things that you do wrong. This is not the way I grade. In general, I will award points when you say something that is correct and take off points when you say something incorrect, and provide a final score that reflects the level of understanding exhibited in your write up of the problem. If you say some good things and some bad things, you may end up right back where you started. It is to your benefit to think carefully about what you say.

 Math 153 (Spring 2005) web pages Created: 24 Mar 2005 Last modified: 24 Mar 2005 00:00:00 Comments to: `dpvc@union.edu`