Dublin Core
Title
1962* - CLPS 100: LEARNING AND CONDITIONING / GRADING CHANGES
Publisher
Dear Blueno
Date
March 30, 2020
Text Item Type Metadata
Text
1962* - CLPS 100: LEARNING AND CONDITIONING / GRADING CHANGES
Anyone upset at CLPS 100 policy changes, comment below if you have any changes/additions to this email we're drafting to college@brown.edu:
Dear Sir/Madam,
We are writing in regards to concerns about CLPS 100: Learning and Conditioning policy changes, which we feel may adversely affect those in home environments that are not conducive to learning:
1.Our second exam, scheduled originally before Spring Break, was postponed to after Spring Break- but we were given less than a week’s notice (the test is asynchronous but closed-book). The test is scheduled for Wednesday, and we were informed about it this Sunday. The TAs also claimed that they did not have enough time to prepare review material, which could adversely impact test performance.
2. Furthermore, there is a difference between the exams students will be taking if they are expecting a grade, as opposed to the exam they will be taking if they choose to S/NC the class. While this may be necessary for the professor to distinguish between grades, there was no such difference in the first exam (even though there were originally students taking the class S/NC). The new format is unexpected and requires significantly more work. It also biases assessments in favor of those switching to S/NC.
3. The original syllabus would have allowed room for make-up exams, but the revised syllabus does not, disadvantaging students who prepared for exam 1 believing they would later have an opportunity to raise their grades.
4. The final exam will be replaced with a final project, which will be extremely time-consuming and in case of group projects, will require coordination that might be difficult between people in different time zones- particularly if they don’t have regular internet access.
As such, we were wondering whether there was any way to address these issues, and assure equitable assessment for all students?
Best,
CLPS 100 Students
Anyone upset at CLPS 100 policy changes, comment below if you have any changes/additions to this email we're drafting to college@brown.edu:
Dear Sir/Madam,
We are writing in regards to concerns about CLPS 100: Learning and Conditioning policy changes, which we feel may adversely affect those in home environments that are not conducive to learning:
1.Our second exam, scheduled originally before Spring Break, was postponed to after Spring Break- but we were given less than a week’s notice (the test is asynchronous but closed-book). The test is scheduled for Wednesday, and we were informed about it this Sunday. The TAs also claimed that they did not have enough time to prepare review material, which could adversely impact test performance.
2. Furthermore, there is a difference between the exams students will be taking if they are expecting a grade, as opposed to the exam they will be taking if they choose to S/NC the class. While this may be necessary for the professor to distinguish between grades, there was no such difference in the first exam (even though there were originally students taking the class S/NC). The new format is unexpected and requires significantly more work. It also biases assessments in favor of those switching to S/NC.
3. The original syllabus would have allowed room for make-up exams, but the revised syllabus does not, disadvantaging students who prepared for exam 1 believing they would later have an opportunity to raise their grades.
4. The final exam will be replaced with a final project, which will be extremely time-consuming and in case of group projects, will require coordination that might be difficult between people in different time zones- particularly if they don’t have regular internet access.
As such, we were wondering whether there was any way to address these issues, and assure equitable assessment for all students?
Best,
CLPS 100 Students
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