As college science teachers, our work is reflected in the achievement of our students. Their success in achieving course goals is our success, and their failure, ours. Predicting course grades is big business. From the perspective of college science teachers these predictions are useful, both as a way of motivating, counseling, and guiding students, and as a mechanism for normalizing grades in large, multisection courses (Deal 1984).
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Type Journal ArticlePub Date 9/1/2006Stock # jcst06_036_01_52Volume 036Issue 01