I view extra credit assignments as problematic because they can be unfair to other students in the course, they don’t necessarily solve the problem of missed learning outcomes, and they’re a hassle for me.
Let’s say I’m teaching a carpentry class called Potting Sheds 101. Students sign up to learn how to build potting sheds. Their final exam is building a potting shed. They may or may not go into the potting-shed building industry after graduation. On the last day of class the final projects are evaluated. Bob’s potting shed is out of square, and collapses when the door is opened. Bob fails. Later I receive the following email from Bob:
“Hey, how are u? I’m Bob in Potting Shed 101. I failed my final project. It’s been a really hard month for me, plus I didn’t have money to buy the textbook or a hammer. I found the final project did not suit my learning style, and was shocked at how difficult it was. Talk about being expected to run before even learning to walk! I will definitely be commenting about this in the course evaluation. Plus I was delayed getting started because I had to borrow a hammer from the library, and it was recalled and still hasn’t been returned yet. Potting Shed 101 is the last class I need for my degree, and I don’t plan to build potting sheds for a living, but I really need to pass the class to graduate. Is there some extra credit work I could do to pass the course with a high enough grade to get my degree? I feel I already learned a lot, and I would need at least 65 to graduate.”
Note that Bob’s email bears a striking resemblance to the types of emails I frequently receive.
So what should I do with Bob? Here are some considerations:
- Bob knew he would need a hammer to build potting sheds. Other students made sure they had the supplies necessary before signing up. It is unfortunate that Bob doesn’t have a hammer, but does this justify extra credit work?
- Bob should have expected that building a potting shed would be part of Potting Sheds 101, so I don’t accept his argument that the final evaluation was unreasonable.
- Bob is suggesting that the class doesn’t mean anything to him, but is just a course that his program required for some reason, and that he won’t use the skills (although he still claims to have learned something).
- Bob expects that whatever he will do for extra credit will get him at least 65% in the course, and can be done in time so that he will graduate as expected.
- If I give Bob the opportunity for extra credit, are the other students any less deserving? Should they not be allowed extra credit projects too?
What if I cave in to Bob’s request? Bob suggests that he make ten bird houses for extra credit. Bird houses are not potting sheds, so he would be getting credit for doing a task that is much easier than the original task. Bob assumes that demonstrating a willingness to work hard is equivalent to demonstrating competency in potting-shed building. While a good work ethic is admirable, it is not the same as being able to build a potting shed. If Bob changes his mind about working in the potting shed industry, he will use the grade I gave him to convince an employer that he can build potting sheds. If Bob shows his grade in potting-shed building to prospective employers who don’t deal in potting sheds, they may take it as a sign that he is somewhat handy, has reasonable hand-eye coordination, and can handle complex tasks that require precision and attention to detail.
Let’s go one step further and assume I let Bob hand in his 10 bird houses. They are consistent with his skill at potting-shed building. Am I required to give him extra credit even though his work is substandard? If I don’t, must I allow him to do extra extra credit work?
What if the day after Bob hands in his 10 bird houses, Carrie sends me an email:
“I heard you let Bob build bird houses for extra credit. Can I build bird houses for extra credit, too? I’d really like to improve my grade because I want to get into the Advanced Potting Sheds program.”
This is a very competitive program, and if I let Carrie do the extra credit work, her grade would not reflect her skill at potting-shed building, but it would give her an advantage compared to other students who apply to the program. Is that fair?
Then I hear from Marty:
“I heard you let Bob hand in bird houses for extra credit. I made some when I was in grade four. Can I hand those in for extra credit?”
If Marty has demonstrated the skill, does that not count? If he had brought a completed potting shed to class on the first day, should he have received credit for the course? Some would say yes.
“I heard you were taking bird houses for extra credit. My neighbours have some. Can I get credit for those?”
I would have to explain to Beatrice that she must make the bird houses herself. She would then request step-by-step instructions on how to build a bird house, and ask if she could come to my office hours to get help.
On a box delivered to my front door, containing 20 bird houses with the “Made in China” stickers still attached:
“Here are my bird houses for extra credit. Thx. Pete”
In an email from the department head:
“WHY are you letting students build bird houses for credit in Potting Sheds 101? They’re supposed to be building POTTING SHEDS!”
You see, it’s just way too complicated.