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Case Study #3 – Anil’s Amazing Improvement
Anil enrolled in a grade 9 keyboarding course for one semester. He had never had
a computer or a typewriter at home and has had very limited keyboarding
opportunities in the schools he attended previously. He chose to take keyboarding
because he realized that, in senior high school courses and in college, he would be
required to write essays and term papers that teachers would prefer (or require) to
be typed. He was, therefore, highly motivated to succeed. He was fortunate also
that he had been assigned to Mr. Smith’s class. Mr. Smith was an excellent teacher
who had great ability in identifying student strengths and weaknesses in
keyboarding and in providing appropriate activities to maximize student progress.
As would be expected, Anil did not do very well in the first few weeks. His
technique was poor, his speed was slow, and he made many errors—especially as
compared with the other students, most of whom had considerable experience with
computers, both at home and in their previous schools. Most of Anil’s marks in
the first six-week grading period were between 40% and 60%, so on the first report
he had a grade of 50%. In the second grading period, Anil improved significantly
and most of his marks were between 60% and 80%; his grade for this period was a
70%. In the third grading period, it all came together for Anil—the combination of
Mr. Smith’s excellent teaching and Anil’s motivation resulted in marks of 90% to
100% on every project and skill. However, the night before the final exam, Anil’s
parents told him that they were going to separate. Not surprisingly, he did not do
very well on the final exam, receiving a mark of only 60%. When combined with
his term work for the third grading period, his grade was an 81%!
School policy, however, required that the grades for the three grading
periods be averaged; thus, Anil’s final grade was only a 68%. Anil had clearly
mastered keyboarding but, because marks for his early work were included and
another assessment opportunity was not provided for the final exam (on which he
scored lower than his demonstrated skill) his final grade did not reflect fairly his
achievement in keyboarding.
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