Anna Goeddeke @annagoeddeke.bsky.social · 01/10/2026The aim is to help students understand how marking works and how to answer these questions well. I hesitate to show incorrect answers, even typed up and anonymised. But I suspect students could also learn from examples of what goes wrong. 140
Anna Goeddeke @annagoeddeke.bsky.social · 01/10/2026Some answers earn no marks because they do not address the question or are unclear. Is it appropriate to discuss such examples from students’ work and explain why they fall short? I’d type them up and anonymise them, with no photos or handwriting. What do you think? 340
DanielaDaniela @sommertag123.bsky.social · 01/10/2026I would present these thoughts to the class and would ask them if they are ok with it. 010
Helge Wilker @hmwilker.bsky.social · 01/10/2026Discussing wrong answers / solutions is an excellent way to stimulate understanding, I think. If you run the course annually, you could collect those one year and present them the next. Or just claim "these are wrong solutions from the last years". 110
George Loginov @gloginov.bsky.social · 01/10/2026I wouldn't do it. The student whose answers you will be using might get really uncomfortable even if no one else knows who they are. A simple breakdown of your grading scheme (2 points for FOC, 1 point for solving for x1 and x2, 1 point for the graph etc) should be enough, shouldn't it? 111
