Frequently Asked Questions

Do you drop the lowest test?

No, I do not drop the lowest test.  I curve tests, however, which adjusts for the difficulty of each test.

Although I do allow one test to be skipped, this places the entire test weight on the final exam.  This increases the importance, and risk, of taking the final which is comprehensive.  I do not drop the lowest test because this does not provide incentive to take all tests or learn the entire material.

Do you ever do extra credit?

I mention the beginning of each year that I do not do extra credit.  I am often asked at the end of each semester by some students to offer them an extra credit assignment.  This would not be fair to other students if I offered extra credit to one student but not another.  In addition, as extra credit is not on my syllabus, if I were to offer it then I'd be changing my grading expectations.

There are two main reasons I don't like offering extra credit.  The first is when I have offered it years ago, I get low quality assignments returned and at the last minute.  The second is, contrary to popular belief, most students don't like extra credit since when I offered it to everyone, it is a "surprise" in the grading scheme and then most students feel they are required to do it to maintain their current grade.  In other words, if they don't do it they appear "slack."  It just creates more work for everyone.

This is why I'm straight forward at the beginning of each year and say I don't offer extra credit.  If I add extra assignments to the class, I do so at the beginning of the year, put it on the syllabus, and it becomes credit.

Why do you curve tests instead of dropping the lowest?

Curving tests, when needed, allows for students to know where their grade relatively stands earlier in the semester so they may drop the class if they choose.

I think my scantron was scored with the incorrect version of the key.  What can I do?
I think my scantron wasn't graded right.  What do I do?

My TA (To be asigned) has access to all the scantrons and test versions.  Please email him asking a good time to meet to further investigate what may have occurred.

Note that it is important you write your name on BOTH the scantron and on your physical test.  If you do not write your name on both, we can not verify which version of the test you took.  I write for every test a checklist - it is important you follow this checklist for your own safety.

Please also reserve questions about the exam for class time when we go over the exam.  As many students choose to miss the day we go over a test, neither my TA nor I have the time to answer the same questions separately for each student.  I'd prefer we use our time more efficiently to help students who show up to class and do their work.

I think I put something different on my physical test than the scantron.  What can I do?

Unless an obvious and consistent mistake occurred (you skipped a question and filled in the rest of the scantron chronologically), there is unfortunately little that can be done.  Just be very careful when transferring your answers from your answer key to the scantron.

I think a question on the test was too difficult.  Can I have points back?

No.  I curve for difficulty.

I think a question on the test was bad.  Can I have points back?

I spend about 8 to 10 hours creating each test.  None the less, mistakes still occur since I do not reuse tests.  It is a tradeoff - teachers who keep tests and recycle them each semester have "perfect" tests.  However, this does not allow you to study for the final or improve upon previous performance.

If you believe a question was poor (had two correct answers), please write me a logical response as to why the question is bad, why there is no direct answer, and what a direct answer is.  I will evaluate each separately.  I prefer to use class time to go over a test and better understand the material for the final rather than point seeking.  If I find a question that is inherently bad I will adjust with a curve by throwing it out completely.

I did not do as well on a test as I hoped, what can I do?

There are many reasons that you may not have done well on a test/s.

If you don't come to class, come to class.  If you have not purchased the book, you should do so and read the chapters.  Take notes when you are reading since this allows the material to stay in your head longer (for some reason, writing is magical like this).

If you feel you need more practice, do the homework without looking at the answers first.  Then, check over the ones you got wrong and see why you got them wrong.  It is more important "how" to do a question than just what the answer is.

Additional practice questions are also available online by the publisher.  Although some of the questions vary from what I will ask, it provides additional practice.  Go to http://www.thomsonedu.com/economics/mankiw/index.html and then click on the 4th Edition of the book for our class.  Each chapter provides 10 practice problems.

In addition, you may purchase the study guide sold in addition to the book.  This guide has extra multiple choice questions which may help.  You may also try the questions at the end of each chapter.

You may learn better when you interact one on one with someone.  I encourage students to form study groups.  Milledge Academic Center also provides free tutoring to all students for ECON 2105, 2106, and other classes. This is an excellent opportunity that not all universities provide. More information is available at http://www.uga.edu/dae/services/tutoring/tutoring_index.html.

Some people are not good test takers.  This is difficult to remedy other than preparing as much as you can for each test.

The worst case scenario is that economics doesn't "click" for you.  I always feel bad when a student works as hard as they can but is still not able to perform well on tests.  Everyone has different ways of learning material and is better at some courses than others.  I was always weak at chemistry and mechanics, and my lower grades in these classes told me not to focus in these fields.  Bad news can sometimes be good news - it lets us know what we're relatively good at, what we love, and where we want to go.