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The Teaching of Arithmetic: How to Mark Papers


by David Eugene Smith - 1909

There is only one test for a question involving a single operation. Either the answer is right or it is wrong. If the problems require some interpretation, a teacher may properly mark both for operations and for method; that is, a pupil may perform his operations correctly, but may have misinterpreted the meaning of the problem. In that case some credit may properly be given for the correct operation. In general, however, papers in arithmetic should be marked, as they are in business, largely by the accuracy of the result. If the result is wrong, the paper is wrong. The converse of this statement is not true, for the result may be right, and yet the paper may be justly criticized for its slovenly appearance and the inaccuracy of the forms used. Where a time limit has been set, and a class has been given twenty minutes to solve as many problems as possible, teachers must use their judgment as to marking pupils who are naturally slow. If their work is accurate, and they have done a reasonable number of examples, they should receive commendation.


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Cite This Article as: Teachers College Record Volume 10 Number 1, 1909, p. 21-22
https://www.tcrecord.org ID Number: 10010, Date Accessed: 10/16/2019 1:16:26 AM

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