John Kane <[EMAIL PROTECTED]> wrote:
> Dennis Roberts wrote:
>> At 08:56 AM 11/16/01 -0700, Roy St Laurent wrote:
>> >It's not clear to me whether recent posters are serious about these
>> >examples, but
>> >I will reiterate my previous post:
>> >
>> >For most mathematics / statistics examinations, the "answer" to a
>> >question is the
>> >*process* by which the student obtains the incidental final number or
>> >result.
>> >The result itself is most often just not that important to evaluating
>> >students'
>> >understanding or knowledge of the subject. And therefore an unsupported
>> >
>> >or lucky answer is worth nothing.
>>
>> the problems with the above are twofold:
>>
>> 1. this assumes that correct answers are NOT important ... (which believe
>> me if you are getting change from a cashier, etc. etc. ... ARE ... we just
>> cannot say that knowing the process but not being able to come up with a
>> correct answer ... = good performance)
No it doesn't. It doesn't assume that they're not necessary, merely that
they're not sufficient. To take it to the extreme, would you say a
student should get at least partial credit for a correct answer if he
arrived at it by copying it from another student's paper? After all,
he/she *did* answer correctly.
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