Re: Test Grading, Curriculum, & Frustration
I sort of second Dr. Goldsbury's opinion, with a twist. I'd lay it at your instructor's feet, but you explained that the association seems to be ... what I would call "in flux." It's changing, maybe because the upper tiers of the maybe-previous (??) organization/association are trying to decide which way to do things for a coherent whole in the structure? Pedagoguy, if I spelled that right, is a big deal as you move forward, and you are right in the middle of a great example of exactly Why it is such a big deal.
1. What are we teaching?
2. Why are we teaching it?
3. How are we going to teach it?
4. Why are we going to teach it that way?
If you can't answer those questions as an upper-rank person, there's no option but for your student body to be confused.