Marks for Research Tasks and Partial exams

Note on the marks for the 1st partial exam: I raised (almost) everyone's mark to compensate for:

a) the lack of class discussion (no time!) on the entire article, and the (unsettling) Chinese torture you underwent, ;-))
(this gave you 1 more point automatically);
b) the fact that for many questions, one part of your answer was excellent but got no credit with the 0-3-5 system
(this gave some of you 1, 2 or 3 more points);
c) the fact that some correctors were just but very strict*, so I redid some of their scores to be in line with the others
(this gave a few of you 2 or 3 additional points).
*They were right to be strict. The problem is, all the other correctors should have been equally strict but weren't.

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*The task marks have been normalized to 16.   Here is the reason:

I corrected the 4 tasks after our 24-hour course was over because, with 50 or 60 students, I did not have the time during our lessons. Thus I discovered a lot of tasks that did not follow the instructions completely (and several cases of inflated marks).  At first I lowered the marks that had been given to these tasks (and the Group Leader's marks as well).   But then, upon further reflection, this did not seem fair to me.

If ours had been a normal semester or yearly course, I would have been able to intervene immediately after every task, and tell the Group Leader (and authors of the tasks) to redo their work. It did not seem right to penalize them at the end (and would have resulted in some very bad marks) when there was no time to do anything about it.

On the other hand, I didn't want to leave the marks as they had been given by some of the Group Leaders (some people ended up with a total of 18 or 19 points when they should have received much less). So I leveled everyone out to 16.

There were a couple of very good students who were penalized by this procedure (they had earned 17 or 18 and deserved it).   But in the final analysis these students didn't loose anything -- even with the “reduced” mark of 16 for their tasks, these students ended up with a final mark of 30 because they got very high marks for their esoneri. No other students were penalized by the procedure.  A few benefited (unjustly) but I considered this the lesser evil.   Next time I'll find a way to do the corrections week by week, and that will eliminate the problem at the root.

Fail: 3 (6%)

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    ROLL 

as of:

Use the email addresses to correspond directly with the people in your group

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 ATTENDANCE 
as of:

 Read the explanation below.

-  The Attendance Sheet gives the names of the group members in a six squares;

-  The Group Leader puts P (present), A (absent) or X (late or left early) in each square.

-  Leaders also put L1 (or L2, L3...) after their name to show who is the leader for that week.

    N.B.  If a Leader is absent, the group nominates a substitute who signs the Roll Sheet but who does
            not put L1 (or L2...) after her name, unless the substitution is permanent for that week.

- The number between the first parentheses gives total absences so far (max. 2 absences in a module with 10 lessons in all, 3 absences for a module with 15 lessons in all, 4 absences in a module with 20 lessons, etc.). The second number gives the times the student was late or left early. After three such times, the number of absences is increased by one.

Laura Rossi signs because she is substituting temporarily for Maria (who remains the Group Leader for that week)          

To see the Roll Sheet with absences so far, click here> 

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  PC Help Team 

as of:

The team members are listed BY AREA (C.A.P.) so that
you can ask for help from the student living closest to you.

(C*)  (C.A.P.) *C = CURRICULUM Lingua-Linguistica o Operatori Interculturali

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Per lasciare un messaggio, clicca sul rettangolo arancione; non usare gli altri comandi.)

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9_iii-2  Third Year English (OCI, LL minors) – Breakdown of Past Studies of English

CLASS:    students

more than   years of study of English:  %

between  and  years: %

between  and  years: %

 
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