Exam Grading In grading the exam, do you use an analytic or a holistic scoring scheme (assigning points for individual steps or overall "level" of solution)? Do students start at 0 points and earn points for correct statements or do they start at 100% and lose points for mistakes? Do you give partial credit for answers and if so, how do you assign partial credit? Do you have an expected "average" score on the exam for each class? Do you "curve" exam scores?
Do you use a straight total or percentage correct to be added to other points in the course to contribute towards a total grade, or do you give a grade to each exam?

In assigning course grades, do you "curve" student scores? Based on what mechanisms?

I use an analytic scoring scheme. Students start at 100% and I lose points for mistakes with my approach. This is true for both in-class and take-home exams. I give partial credit for answers, I tend to categorize the number of points for each part of a question. For example, if I ask a hypothesis test question for a proportion, I would have points for the correct hypotheses, the correct test statistic, for the P-value, the interpretation of the result and the check for conditions. I do not have an expected average for each test. I do not curve the exam scores. Generally I have at least a couple students score in the high 90's, so I do not curve. In a rare situation where I have given an exam that was indeed too long, I will do some kind of curve, but that does not happen very often. I use a straight total at the end of the semester to determine the final grade. The letter grades of earlier tests are not important, it is the final weighted average that I use to assign final grades. I do not curve the final percentages. I find that I have a large number of "A" grades, so I am not pressured by anyone to raise grades. The big lurking variable is the 20% homework grade. I allow students to resubmit their group homework for a higher grade and so almost all students end up with a homework grade in the 90's. This acts as my "curve". Thus I do not feel bad about giving a student with an 89.3 average a B+ or a student with a 59.2 an F.