<p>I was just curious because my AP Microeconomics isn't very good and my teacher only gives out 60-80 point tests every 3-4 weeks. His teaching method is as follows: 1.) Introduce a new topic 2). Gives you notes to fill out 3). Shows you how to do the graph. Then he just repeats the process every day or two. Over the course of 2 quarters, we went over 5 units: Principles of Economics, Forces of Supply & Demand, The Mixed Economy, Firms & Production Decisions, Market Structures. The only thing he would give us to help us prepare for a unit test was a study guide with a list of every topic we covered. Students were left to formulate definitions and draw graphs. He didn't explain topics very well, and often rambled and side-barred the lectures. Which brings me back to the question of whether or not it's fair to only give out unit tests? We never had any research projects, quizzes, reading assignments, problem sets, etc. I don't know if I'm just one of those students who just didn't click with AP Microeconomics or if my teacher was just bad. If you did bad on the test, there was no way you could boost your grade unless you did really good on the next test, which I usually didn't. I tried speaking to him on numerous occasions and all he did was repeat what he said in class. I'm in 5 other AP courses (AP Calculus BC, AP Statistics, AP Physics, AP Psychology) and in all of those classes as well as every other AP class that I'm in, we receive problem sets, quizzes, text assignments, homework assignments, in class assignments that are collected for a grade, research papers (AP Psych), and extra-credit assignments. I'm not sure if its just me, but I am really depressed. This class has dropped my 5.0 GPA to a 4.0 GPA weighted if that's saying anything about how bad I'm doing in the class:(</p>
<p>That’s totally fair. Prepares you for college, where you’ll have many professors who teach like that. You are responsible for the material and the test shows if you know it or not.</p>
<p>I also was going to say that this sounds like a college course, although ideally there should be some assignments with feedback provided before each exam.</p>
<p>The thing about microeconomics is that the topics covered are pretty much the same no matter who is teaching it. Demand curves, supply curves, profit maximizing output levels for a competitive firm – these topics are standard and you might look for some online assistance or a workbook at the bookstore to help you with each topic. </p>
<p>I don’t think it’s fair to base your grade on anything OTHER than assessments. They assess whether you know the material or not and that’s all grades should reflect, not brownie points for being a good student who does what teacher say. </p>
<p>At the end of the race, you have to cross the finish line. </p>
<p>This is especially true in AP classes. When I was in college, the idea that my grades would be based on anything other than exams and papers was just silly. </p>
<p>Ok, thank you!!</p>
<p>You can find many college syllabi online that explain how grades on homeworks and quizzes as part of the course grade. Many college professors wouldn’t find this “silly.” </p>
<p>It’s been a few decades since I was in college. The profs might not think it’s silly, but I do. </p>
<p>@CheddarcheeseMN does make a good point. I took a couple of classes on cousera and they had text assignments, quizzes, and research papers, on top of lecture videos and exams.</p>
<p>About assignments being silly, in college econ courses it is quite common to have assignments count for part of your grade. In the intro microecon course at MIT, for example, there are 9 problem sets included in the grade in addition to midterms and a final.</p>
<p>I don’t find the assignments silly. I find the fact that they would count as part of your grade silly. </p>
<p>In order for a grade to be meaningful, it should reflect what you have learned by the end of the class, what you have shown you know. If you bomb three of the problem sets because there was a concept you were missing, but then later in the term, understood, that shouldn’t be held against you in your grade if you demonstrate you know it on the final or another test. Problem sets and such should be a way for students to gauge their progress and correct themselves for the exam, but I cannot see why such formative assessments should be a part of the final grade. It unfairly rewards students who click with the teacher and punishes those who had to find their own understanding. </p>
<p>
Your cumulative GPA? That’s mathematically impossible.</p>
<p>My non-cumulative GPA, I also have a b- in AP Psych</p>
<p>Ya man, it’s not fun but it’s completely fair. In Precalc Honors my grade consisted only of tests and quizzes and a negligible homework grade. It was rough 8-| </p>
<p>yeah, my pre-calc teacher had 90% of the grades tests and 10% homework</p>
<p>My Macroeconomics class also sucks. My teacher is really bad and never prepares us for the tests. Our grades are made up of 40% quizzes and 60% tests. The quizzes are anywhere from 10 to 25 points and tests are 30 points. I ended up with an 86% this semester</p>
<p>It’s quite normal in all my classes actually.</p>