Considering Extra Credit

09.November.2007 09:41 Filed in: Assessment
Extra credit is a very interesting assessment topic that, while part of the "unquestioned" fabric of education culture and history in the United States, ought to be re-explored within the framework of assessment for learning. Let's say, for example, that a teacher gives a weekly ten question geography quiz based on what the students have studied relating to geography from social science, science, and/or reading and literature. In addition, the teacher always includes 2 extra credit questions.

Upon nearing the end of a trimester marking period, the teacher begins to realize the significance of the "extra credit" in the grades of various students. Unsure how to handle this, the following reflective questions may help the teacher determine what role, if any, extra credit ought to play in classroom assessment.

Questions to Consider
  • Why are you giving extra credit?
  • For example, why is it “extra”?
  • If it is for additional challenge, should different students simply be receiving different questions on the weekly quiz?
  • Do all students receive the same questions? If so, is that appropriate based on their needs and previous performance?
  • As a teacher, are you giving extra credit to see how many more items a student knows beyond what you expect?
  • Are the extra credit questions more important or less important than other questions?
  • Are you giving extra credit to see how motivated, or Self-Directed, a student is?
  • Are you giving extra credit to see how much attention to detail is paid by the student (ie, Quality Producer)?

Points to Consider
  • Two questions is 20% of the total number of questions if all questions count equally. So, simply based on the math, this can have a significant impact on the grade of the assignment.
  • More importantly, is the nature of these quizzes simply fact-based recall?
  • How do these quizzes fit in to a wider assessment plan for Social Science within your team?
  • How are other more high-level, application-oriented assignments weighted?
  • Finally, if the “extra” stuff is important enough to be assessed, it should be included as a "regular" part of the assessment. If it is a description of high levels of self-direction or quality work, it ought to be captured within those Learner Qualities. If it is not so important, it should not be included in the assessment at all because it detracts from what is important. This then muddies the communication to the student and his or her parents of what important skills and concepts the student actually knows and understands.