Deck 40: Seven Arguments Against Extra Credit

Question 1

Christopher A. Pynes thinks his best argument against offering extra credit is his addition paradox argument. In that argument, he contrasts instructors' "Millian" view of grades with the "Benthamite" view of students. Explain the difference Pynes has in mind. Are you a Millian or a Benthamite about grades? Explain your position.

Answer 1

Correctly explain the Millian/Benthamite contrast.
Develop a thoughtful position on the relative merits of the Millian and Benthamite positions, correctly identifying and defending controversial claims using sound reasoning, well-chosen examples, insightful analogies, etc.

Question 2

Suppose Christopher A. Pynes's seven arguments are all successful. What does that tell you about the conditions that extra credit work has to meet in order to be legitimately offered? Can you think of a possible extra credit assignment that meets all those conditions? Explain your answers to the preceding questions in detail.

Answer 2

Demonstrate understanding of Pynes's arguments.
Develop a thoughtful position on whether any extra credit assignments could meet Pynes's standards, either offering some plausible candidates or explaining why those standards are unlikely to be achievable.

Question 3

So many instructors offer extra credit assignments that students might expect extra credit-it's become standard in courses. How, if at all, does that affect the ethics of extra credit? Defend your answer.

Answer 3

Demonstrate understanding of Pynes's arguments.
Include a thesis that's focused and appropriate given the assignment.
Clearly and succinctly state the main argument for the thesis.
Correctly identify and defend the argument's controversial premises using sound reasoning, well-chosen examples, insightful analogies, etc.

Question 4

According to some of the arguments Pynes considers, extra credit opportunities are justified if they do what?

A) Promote students' academic virtues
B) Help boost students' grades
C) Improve students' relationships with their professors
D) Increase student morale
E) Advance scientific understanding

Question 5

According to the addition paradox, why is offering extra credit is wrong?

A) It creates needless work
B) It encourages students to procrastinate
C) It is unfair
D) The quality of work won't change
E) It will contribute to grade inflation

Question 6

According to the equity argument, why is offering extra credit wrong?

A) It creates needless work
B) It encourages students to procrastinate
C) It is unfair
D) The quality of work won't change
E) It will contribute to grade inflation

Question 7

According to the unnecessary burden argument, why is offering extra credit wrong?

A) It creates needless work
B) It encourages students to procrastinate
C) It is unfair
D) The quality of work won't change
E) It will contribute to grade inflation

Question 8

Why does Pynes affirm that it is wrong to offer easy extra credit points for bonus questions on exams?

A) It creates needless work
B) It encourages students to procrastinate
C) It is unfair
D) The quality of work won't change
E) It will contribute to grade inflation

Question 9

On Pynes's view, it is ________ appropriate to assign extra credit work.

A) Always
B) Often
C) Sometimes
D) Rarely ever
E) Never

Question 10

Pynes affirms that students often believe that ________, which means ________.

A) Ungraded work promotes their education / that they'll get better jobs
B) No increase in quantity will increase work's quality / D quality work deserves a D
C) More completed work means more points / a higher grade
D) They are owed the treatment they received in high school / they deserve extra credit opportunities
E) Doing more graded work is good for them / they are happy to do extra credit

Question 11

Pynes recommends including ungraded course requirements instead of offering extra credit work to foster academic excellence in students.

Question 12

Extra credit is a moral hazard, for Pynes, because it contributes to an overall increase in students' grades regardless of their actual improvement.

Question 13

According to the studies Pynes discusses, students who are already doing well in a course are less likely than other students to take advantage of extra credit opportunities.