Oh - absolutely no offense taken by any of the comments. I meant it when I
said "Thanks for looking out for me"!
The drawing we have the students do for the final exam intentionally does
not lend itself to polyline usage. The students have it stressed to them
throughout the course that they have to keep in mind that they typically
will not be the only ones working on a drawing - even though they may create
it originally, someone else will more than likely have to work on it in the
future. Making it easy for the next person to edit a drawing is very
important out in industry. Using polylines, and GOD FORBID - multilines or
even blocks when they aren't really necessary makes it difficult come
editing time. And I don't worry about EXACT object count, but if it ain't
close, we go looking as to why...
If you always teach from an industry point of view you will typically be
better off. That is why I have so much respect for the technical college
system - the teachers are typically from industry and are showing others how
to do the job as effeciently as possible. They are not showing them how the
book says it should be done - they are relying on there experience...
"jemery0630" wrote in message
> Not critizing your grading policy. Your the teacher. I am just saying that
> there are more than one way to draw a square (4 lines, 1 polyline or 1
> rectangle, to name a few). I am just asking how you maintain an
> which tries to yield the correct # of entities, so that there is a fair
> grading foundation. Do you tell your students not to use plines or
> rectangles and to just use lines? I'm asking just ro gain knowledge from
> someone with a little bit more teaching experience. To tell the students
> just use lines would limit there use of the software and furthermore limit
> there knowledge of it as well. Please take these comments half-heartedly.
> I'm only looking to better my teaching skills. Thanks
> "Craig Black" wrote in message
> > Thanks, everyone for your concerns in the fairness of my grading
> > (and I am not being facetious, I mean it!)
> > I have been doing this for about 13 years now, so I am quite satisfied
> > my methods and the results they produce. The class is very entry level
> > I only do this "entity count" deal on the final exam. The students are
> > to reproduce a simple "gasket" type drawing - and they are told to
> > it EXACTLY as shown. When I am checking the drawings, I issue the
> > command and merely window the drawing area and examine the entity count.
> > its off, I start looking for overlapping entities and two part lines...
> > sort of thing. I don not take 5% off for a bad count - and not tell
> > where they went wrong - that wouldn't be right. The students are told
> > during the course that it is very important when working out in industry
> > that they should be able to know what to expect when they have to modify
> > someone else's drawing or if someone else has to edit theirs - that
> > should know what to expect. So they are very forewarned as to what I am
> > looking for... But thanks for keeping an eye on me and making sure I am
> > doing things right!
> > Craig
> > "Tim S" wrote in message
> > news:084C424552F58B8E38E3EC426E7C5C99@in.WebX.maYIadrTaRb...
> > > Craig, also be careful not to get the idea that all of your students
> > > from one typical mold. You will run into students who are strangely
> > > intelligent and will come up with very ingenius ways to get a job
> > You
> > > must take the time to physically look at what the student has done,
> > if
> > > this means sitting down with every student, and saying, "Ok, explain
> > you
> > > approached this." This is where the learning takes place, not at the
> > monkey
> > > see monkey do level. There is never a definite "have to" in doing cad
> > > and some people, especially kids can come up with some really cool
> > on
> > > how to approach something. If you want to know if they cheated ask a
> > > questions, the truth will come out. One simple question like "What
> > did
> > > you use for the camshaft?" Can tell you a lot about whether they are
> > > actual creator or not.
> > > Tim
> > > "Craig Black" wrote in message
> > > news:F849E923FD5646E32D69B495966C5F46@in.WebX.maYIadrTaRb...
> > > > Marshall,
> > > > I work with Jeff - and that's the first thing that we do; check the
> > number
> > > > of entities in the drawing. If its not the same as our "check"
> > > 5%
> > > > off right off the bat... (these are not terribly extravagant
> > drawings)...
> > > >
> > > > Craig Black
> > > > ATC Manager
> > > > Fox Valley Technical College
> > > >
> > > > "Marshall Caudle" wrote in message
> > > > news:B8DCF67E81E51602192CD8CF89151312@in.WebX.maYIadrTaRb...
> > > > > If it's a Technical College where they paid money to attend - then
> > they
> > > > are
> > > > > cheating no one but themselves.
> > > > >
> > > > > Years ago I audited an AutoCAD class and found it interesting that
> > > > > instructor graded a CAD file not on the drawing but how much
> > > > took
> > > > > to do the drawing. At the time I actually had a later version of
> > > AutoCAD
> > > > > than the school and better equipment at home, but I did learn the
> > value
> > > of
> > > > > "memory efficiency" in producing CAD drawings and even today my
> > > > drawing
> > > > > files are a lot smaller than many others doing the same type of
> > > drawings.
> > > > >
> > > > >
> > > >
> > > >
> > >
> > >
"Craig Black" wrote in message
> Using polylines, and GOD FORBID - multilines or
> even blocks when they aren't really necessary makes it difficult come
> editing time.
Could you elaborate on when polylines and blocks are and are not necessary?
Boy did I open a can of worms here or what?
Thanks for your account. I understand how you must feel and would feel the
same way myself. I am not a "(edited - meant difficult)" teacher by any means. My students
get many (sometimes too many) opportunities to make up their work and
correct mistakes. The main thing in this class is to learn how to create a
drawing in AutoCAD accurately and efficiently.
Come to think of it, copying someone else's work IS pretty efficient.
But anyway, I thought about your exact situation when I approached this
problem and decided that I cannot prove who copied whom so I will leave it
up to them. They have both been given 0's for just the drawings that were
copied unless they can give me a proper explanation as to why this happened.
I assume if one of them was "ripped-off", they will definitely let me know
about it. If I don't get a response from either, I will assume that they
collaborated and they get what they deserve.
Thanks again to everyone, great thread.
"Jason Hickey" wrote in message
> I've been in your described situation, only from the student's point.
> Here's my story:....