We had a really interesting class discussion on Monday. Everyone was talking about what would be the best plan for all the classmates to get higher grade this time, and do better next time! I think in this discussion, Im in accommodation category. I was thinking actively, and talking to my friend next to me about the best way to help out our grades, and we came out the solution that "drop the lowest grade, and curve the exam". However, I didnt speak out our solution to the whole class, because someone helped me to do that part already. So, I was sitting there, and listening to the whole class discussing about the issue. I think most of solutions were pretty great, so there was no need for me to disagree on...that's why I planed to listen rather than speak out.
I think I will probably be in "accommodation" most of the time, because I believe in class' overall decisions. However, if there is a strong point that I really want to make, I will put myself in "compete to win" position.
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I was in the same boat as you. I had no idea how far the professor would let us go in terms of the proposal. A curve seemed very reasonable to me. A drop was even better. Both of them together? That just blew my mind. It was too good to be true. However, as the students in the class got more and more into it, more and more components to the proposal were drawn up. I was not against any of these new parts of the proposal, as it did not hurt me in anyway. People wouldn't bring up new points if it didn't help our grade, at least in a small way. So, like you, I just sat back and enjoyed the ride. I look forward to doing this with you again in the future.
I'm glad your ideas were spoken out to the class but my question to you is, what if the option wasn't spoken yet? I hope you would've spoken up because to be honest, for my side of the classroom, we felt dropping the lowest grade of the two and curving this exam felt like a little too much. We thought we could only have one option but then again it goes back to the step where you need to know your goals and what is suitable and what isn't. I guess we owe it to you for coming up with such a great solution!
Did you feel we needed to change the format because I felt the format was pretty fair. It consisted of many strategies to test a person's test taking skills and to eliminate any part could potentially be a disadvantage to one student and an advantage to another. I hope we do better on the next exam!!
I also played a part of the "accomdation" during the class discussion. Although there were couple minutes of frustration which leads to "avoidance", but I overcome it and participate actively through rasing my hand for disagreement or agreement. But in general, to have a 100% agreement is difficult, and by participating through "accomdation" is a great way to show our concern. On the other hand, I agree with you to the fact that if I have a strong opinion toward something, I would face it with "competing to win".
I was alos took the accomidation approach. But I didnt take that approach because I liked the ideas of the peoeple around me; I took it because I didn't have much of a motive to change my grade or the format of teh test. I thought that the current format was fair, and even if we voted on changes, I didn't feel like the test would get any harder. It's either you know the information or you dont, dosn't matter how the queshtions are given to you.
That was smart I kind of did the same thing. I didn't know if the prof. was gna listen to our proposal but then he started saying yes to everyone. There were too many people in the class trying to talk at the same time so yea it is hard to hear your own voice.
I've read a few other student's blogs also and it seems like a lot of us including myself were in the accomodation seat. We all wanted a curve and that was the first thing we got. Then we go the chance to drop the lowest grade. At that point, most of us didn't need to make any more changes and that's probably why we just sat there. Any further changes might have helped but they weren't as beneficial as the curve and the drop.
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