If the goal is to improve something don't make it worth 50% of your grade.
When you attach a literal degree to something being done "right" and not "demonstrated considerable improvement" you're going to get people that game the system. When you then make me pay $30,000 or more for a piece of paper you will get people that seek an edge. I did my fair share of underhanded tricks in school because I didnt want to pay another $1200 because I had to maintain a certain GPA to get where I wanted. This was over 15 years ago. Focus in the classes you care about, game the classes you don't. Its a tale as old as education itself.
Blame the OP's wife and the faculty and most universities for not only supporting but encouraging this behavior. If universities are for learning and improving the weight of grades shouldn't be career-determining and the cost should be commensurate to the expectation - both from the professor and the students.
No one said anything about things 'being done "right" and not "demonstrated considerable improvement"'.
Improvement and meeting the rubric is all that is expected in my wife's class. My wife has significantly dropped expectations over the years she has taught. And some students still think they can just whine, cheat, and play victim to get whatever grade they want rather than just working hard.
When you attach a literal degree to something being done "right" and not "demonstrated considerable improvement" you're going to get people that game the system. When you then make me pay $30,000 or more for a piece of paper you will get people that seek an edge. I did my fair share of underhanded tricks in school because I didnt want to pay another $1200 because I had to maintain a certain GPA to get where I wanted. This was over 15 years ago. Focus in the classes you care about, game the classes you don't. Its a tale as old as education itself.
Blame the OP's wife and the faculty and most universities for not only supporting but encouraging this behavior. If universities are for learning and improving the weight of grades shouldn't be career-determining and the cost should be commensurate to the expectation - both from the professor and the students.