A Gray Area
The Extra Credit Dilemma
Have you ever stared at the screen contemplating a student's request for extra credit? I recently did. I received two very different emails. One student wrote, "I've been working two jobs to pay tuition and haven't had time for all the assignments, but I've completed every required project on time." The other pleaded, "I have test anxiety and would do anything for an additional opportunity to improve my grade." She had consistently participated in class and submitted average-quality work but struggled with test anxiety. Her final grade sat at 79.4%. As I weighed my options, I realized this common scenario touches on deeper questions about equity, learning outcomes, and academic rigor. Would I be willing to offer extra credit, or not?
The Case For Extra Credit
Many educators view extra credit as a valuable teaching tool. One department chair I spoke with requires all faculty to offer additional learning opportunities, arguing they provide motivated students paths to deeper engagement. She believed students could earn extra points by attending relevant campus lectures and writing reflection papers connecting the talks to course concepts. She claimed these students often produce the most insightful work of the semester, followed by they're choosing to learn beyond the basic requirements.
The Case Against Extra Credit
Other faculty take a firm stance against extra credit. most often leaning on the fact that it's a crutch that undermines academic standards. Those against it usually firmly believe extra credit can mask gaps in essential learning, artificially inflate grades, and create inequity between students who have time for optional assignments and those juggling work and family responsibilities. They often state that if you need to grade it, then it belongs in the curriculum to begin with.
The Middle Ground
Some instructors have found nuanced approaches. A friend of mine is a biology professor who offers what he calls "credit recovery" rather than extra credit - opportunities to demonstrate mastery of specific learning outcomes after initial assessments. It’s not really about inflating grades, rather providing more options for mastery. His policy allows students to revise lab reports or retake portions of exams, but only after completing additional practice and meeting with him to discuss their study strategies.
Complex Reality
Circling back to my original student email dilemma, I felt as if what these students were actually saying might stem from realities such as:
"Extra credit feels like a lifeline when you're struggling but trying hard"
"It's frustrating when only certain students can access the opportunities"
"Sometimes it feels like busy work rather than real learning"
"It helps reduce test anxiety knowing there's a backup plan"
"The best extra credit teaches us something new, not just more of the same"
The Equity Question
While extra credit can provide valuable learning opportunities, it can also exacerbate existing inequities. First-generation students, working students, and those with family responsibilities often find themselves at a disadvantage when extra credit requires additional time on campus or access to specific resources. Extra credit policies must align with departmental guidelines, time management, clear communication of policies, and equitable access for all students. This requires careful consideration. What policies might work for you and your students? How do you balance rigor with flexibility and fairness with opportunity?
Before Your Next Class:
Before deciding your position on extra credit, consider these questions:
What are your course's essential learning outcomes?
How do your current assessments measure these outcomes?
What would meaningful additional learning opportunities look like in your discipline?
How would you ensure fair access to extra credit across your student population?
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