Hi,
I wrote a summary of the situation because I know sometimes I can be unclear explaining things so this will let everyone be on the “same page” about the situation.
My name is Lenny Schwartz and I take my tests in the Testing Center. I am currently taking Math 4512 [http://www.math.umn.edu/~yjguo/math4512.htm] taught by Professor Yujin Guo. After our third test in that class (on November 28), I discussed the test with a couple students in the class and during our discussion they informed me that contrary to what the syllabus says, the “no graphing calculator” policy is not enforced and that the majority of the class uses one during the tests. This concerned me because at the testing center they strictly enforce the testing guidelines that are given to them, which in this case it specifically states “…graphic calculators are not allowed during the exam.” on the top of the exams.
On November 30 I went to Professor Guo’s office hours to discuss my concerns about this conflict of policy. During this time he told me that he really doesn’t know much about graphing calculators because they didn’t have them in China and that it was impossible to him to tell the difference between a normal scientific calculator and a graphing calculator during a test. At this point I understood that he is completely unfamiliar with graphing calculator (including their functionality) because, in fact, it is very easy to tell the physical differences between a graphing calculator and a standard scientific calculator. I then informed him of the advantages that a person with a graphing calculator (such as a commonly used ti-89):
1. The ti-89 has powerful symbolic manipulation and calculation features. Even though the tests in this class don’t involve extremely complex integral or factoring—they are not trivial either. So during a test when faced with an integral or a task of factoring a polynomial, a student with a ti-89 can quickly plug it into the calculator and continue on with the question with assurance that that step is 100% correct. As apposed to a person who doesn’t have a graphing calculator, they have to solve the integral or factor by hand which takes time and also is prone to small mistakes that could take precise testing time to correct or if they don’t notice that their hand solution is incorrect, continue on with the rest of the problem incorrectly or get to a dead end, which not only would have them loose points but it also wastes a lot of time.
Professor Guo admitted at this point that he was unaware that a graphing calculator processes this advantage. I then said that it is unfair that so far 45% of my grade is competing against the rest of the class that was able to use graphing calculators when I was not. I told him that I understand there is no way to tell what the class would have really got on the three tests if the no graphing calculators policy was enforced, so I offered a solution that I thought would be fair. I said that since I know that the final test is now going to have the “no graphing calculator” calculator policy enforced that instead of the final being worth 40% for me, that the score on it will also replace my score on the first three tests. I think this is fair solution not only because the nature of a final being a cumulative test of all material including the first three tests, but because this will be the only test that I am guaranteed to have the same test taking policies as the rest of the class. He said that he would be unwilling to do this and that the most he will do is add 5% to my tests’ averages if I do better than them on the final. I said that I don’t think that this is a fair solution because of the formatting of his tests (4 questions that are worth 20-30% each) that the advantage of a graphing calculator on the test could easily be the difference between getting a question right or wrong and that could’ve easily be a 25% swing on each test. I then told him that I appreciate his understanding, however, I would like to discuss this with the Math Department. He then said that that is fine and that he would be willing to abide by a solution the Math Department come upon.
In conclusion, I want it to be understood that I am not saying I currently deserve an ‘A’ in the class, but I feel that is a huge disadvantage that 45% of my grade is going to be competing against the rest of the class that has had a huge advantage on me. I still believe that the fairest solution will be to have my score on the final replace the grades I got on the tests because this will be the only scores I have that I was competing with the same resources as the rest of the class.