@Buffy You took an approach to the grading question on Academia that I am not sure I agree with.

Well, I do agree with you given the OP constraint that partial credit is not allowed. But I often think back to the AP test code rubric (I'm paraphrasing here): "Extraneous code without side effects is not penalized."

@BenI. My issue is that you don't penalize a student when you give them a question that can lead to such outcomes. The mistake was that of the teacher.

I didn't worry about partial credit, and actually think it would be wrong to spit hairs here. Student gets the benefit on dumb questions.

I'm not sure that it is. If I ask you a yes or no question, the directions are implicit: provide a yes or a no.

FWTW, I wasn't enamored of your answer. Sorry.

I didn't make an answer :)

There was some other user named Ben, but he isn't me :)

I wasn't enamored of his answer, either.

Actually, I was thinking of another question, but also about grading.

Within the last couple of days.

My grading is always in the context of a system with only lightly-penalized makeups, and with a system-overview eye towards ensuring mastery of the material so that students can safely move on to the next material. I approach grading differently than anyone that I know.

My system depends on low grades as the motivator to go back and re-hash through the material until it's really learned, and then good grades replace the bad ones.

It's a lot of work for the instructor, but I have good numerical proof that it is effective.

(Also, I have good evidence that, at least with my students, no one does poorly by the end)

Hmmm. Sounds like my approach. Regrading.

Which of my grading posts did you disagree with? I'm surprised, we usually are pretty closely aligned.

I must have been wrong about seeing a post. Unless it was here.

But I remember looking closely at the username.

The other site has more than twenty "Ben" users, I think.

If it doesn't have the two eighth notes by the name, it isn't me.

How many re-attempts did you permit, professor? And did you replace grades or do some sort of averaging?

I meant just "Ben" with nothing more. Do a search. I allowed unlimited rework, though I told people to stop (one more try) if doing old work was preventing them from doing new work properly. Usually one or two bites of the apple was enough. If a project was worth 100 points and a student initially got, say 80, they could make up 90% of the difference. Only the first grading set the limit. It was pretty generous.

But intentionally so. I used the 90% rule for quite a while. The philosophy is "You're not here to prove to me that you don't need to be here. It is ok to learn, not just show-off."

It is possible to abuse, of course, by turning in half hearted garbage the first time.

But at the scale I taught, it was never a real issue.

One advantage is that you work a lot with the few people who really need the help. I would even let people resubmit after I'd gone through the correct solution in class. There is still learning possible.

@Buffy +1 to this. I do the same thing!

Sorry I poofed, my classes started.

My issue with giving full credit, particularly with retakes, is that I now know that they don't understand. I'd rather push them to re-work so that I can help them understand the material better.

Bleh, my next class. Later!