Some thoughts I will address are as follows: It makes comparisons among students from a variety of schools more compatible although, yes, not perfectly comparable. Beyond this, I feel that the ABC system delivers the appropriate amount of granularity.
Guskey Education leaders must recognize obstacles to grading reform that are rooted in tradition—and then meet them head on. The one element still unaligned with these reforms is grading and reporting. Student report cards today look much like they looked a century ago, listing a single grade for each subject area or course.
Educators seeking to reform grading must combat five long-held traditions that stand as formidable obstacles to change. Although these traditions stem largely from misunderstandings about the goals of education and the purposes of grading, they remain ingrained in the social fabric of our society.
Grades should provide the basis for differentiating students. This is one of our oldest traditions in grading.
It comes from the belief that grades should serve to differentiate students on the basis of demonstrated talent. Students who show superior talent receive high grades, whereas those who display lesser talent receive lower grades.
Although seemingly innocent, the implications of this belief are significant and troubling. Those who enter the profession of education must answer one basic, philosophical question: Is my purpose to select talent or develop it?
If your purpose as an educator is to select talent, then you must work to maximize the differences among students. Unfortunately for students, the best means of maximizing differences in learning is poor teaching. Nothing does it better.
Assessments also play a role. Assessments used for selection purposes, such as college entrance examinations like the ACT and SAT, are designed to be instructionally insensitive Popham, That is, if a particular concept is taught well and, as a result, most students answer an assessment item related to that concept correctly, it no longer discriminates among students and is therefore eliminated from the assessment.
These types of assessments maximize differences among students, thus facilitating the selection process. If, on the other hand, your purpose as an educator is to develop talent, then you go about your work differently.
First, you clarify what you want students to learn and be able to do. Then you do everything possible to ensure that all students learn those things well.
If you succeed, there should be little or no variation in measures of student learning. All students are likely to attain high scores on measures of achievement, and all might receive high grades.
If your purpose is to develop talent, this is what you strive to accomplish. Grade distributions should resemble a normal bell-shaped curve. The reasoning behind this belief goes as follows: If scores on intelligence tests tend to resemble a normal bell-shaped curve—and intelligence is clearly related to achievement—then grade distributions should be similar.
A true understanding of normal curve distributions, however, shows the error in this kind of reasoning. The normal bell-shaped curve describes the distribution of randomly occurring events when nothing intervenes.Students enrolled in the University are required to conform to the following regulations and to comply with the requirements and regulations of the school in which they are registered.
§ Algebra I, Adopted (One Credit). (a) General requirements. Students shall be awarded one credit for successful completion of this course. Find a Science Fair Project Idea. Looking for inspiration for a science fair project?
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The grade percentage is calculated by dividing the earned points by the total points possible.
The formula is: Points earned / Points Possible, then that percentage is compared to the given scale. I added a custom scale option, and an option for plus and minus grades. The "Grandes Ecoles" are not part of the rest of the University system: they are smaller, they have much more money (they get 30% of the national university budget with only 4% of the students), they are kept apart from the rest of the educational system, they are based on fierce competition of the students among themselves and the schools between themselves.
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