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Please post your grades for each student and justify your answer
Not a teacher of course. Here's how I graded though.
With student #1, I calculated he had a total percentage of 56% of all points possible. Unless grading occurs on the curve, he fails the class. I suppose some might say he qualifies for a D-. This is simple. I just used numerical averages.
With student #2, some assumptions have to be made. I assumed as follows:
A 'B' is equal to 80%
A 'D' is equal to 60%
An 'A' is equal to 100%
An 'E' is equal to 0% (most questionable assumption I made, but I have no numerical data to know whether the student got 50% or 0% possible).
Finally, a 'C' is equal to 70%.
Following these rules, I gave the student 56% total. The student either fails the class or he gets a D-.
Do I get to be a teacher or not?
Last edited by markg91359; 03-23-2011 at 09:22 AM..
There may be more factors involved than the numbers.
==>What grade level are you teaching?
==>Do you, or does your school, have a policy allowing you discretion for circumstances beyond the student's control or allowing for makeups?
==>Is there evidence that the two consecutive scores of 0% and 25% were due to illness or some other emergency?
==>Is there some basis, like the entire class did astoundingly badly, for you to think that it would be fair to throw out the 0% or 25% scores?
Student 1 and Student 2 both get Ds. This is assuming E is 0%.
Student 1's grade is mathematically higher even if I gave Student 2 high percentages.
Now if the 'E' grade is considered failing but just under 50%, then Student 2 would have a low C.
There would also be the implicit and non-mathematical grade of effort.
If the percentages and grades are listed in a linear fashion then it looks as though Student 1 is improving and Student 2 is kind of bouncing around.
Also other factors would come into play, but strictly mathematically speaking it looks as though it's highly dependent on how you define your percentages.
Please post your grades for each student and justify your answer
63%, 0%, 25% 74%, 83%, 93%, 74%
If there are no other considerations like participation, effort, or an IEP The true average is 59% and if there is no problems and the student gave it their best I might give them a passing grade. I would need to know how they earned a ZERO and wonder why they have a 25%?
Student #2 scores as follows
B, D, A, E, C, E, C
Average is around a C-? Same parameters would get the student a C in my class. I would look at why there are extremes in the grades they earned. Were the conditions different when they earned the A and / or the E's?
If they are slackers, #1 fails and #2 has a C-...eactly what they have earned..
I'm curious what an E means...? I guess that's below an F, so a 0%?
I assume all assignments are weighted the same (aka one grade isn't a test grade and the other isn't a homework grade)
Student 1: 58.85% - F
Student 2: I guess I'd do a +/- system, so B- would be 80%, B would be 84%, B+ would be 88% or there about, so I'd say 55.71%, also an F
I don't really believe in the "A for effort" mentality. If a student can't get good grades they either need to study harder/take academics more seriously, get tutoring, or in cases where they really cannot do the work, be put into remedial programs.
Please post your grades for each student and justify your answer
Student 1 looks like they were at least trying except for the 2nd and 3rd grades. I would need to know what was going on at that time to cause that rough patch. Depending on the answer, I would consider dropping the 0 and averaging on the rest, which would allow them to pass the class.
I don't know what an E is, so I can't comment on the second one.
Please post your grades for each student and justify your answer
For the first student, 58%.
For the second student, unknown. The "Es" could represent any number from 0 to 59.999999 (repeating).
The other problem is that even if the Es were a known factor, the scores for the second student would still be in a range varying by ~10% for every other score besides the Es -- that is, a B could be anywhere from 80% to 89%, and so on.
That's why I sincerely wish we would give percentages instead of letters. A kid who has gotten a 79% is getting a C, but s/he's worked 9% harder (or at least, done 9% better) than one receiving the same C with a grade of 70%.
If there are no other considerations like participation, effort, or an IEP The true average is 59% and if there is no problems and the student gave it their best I might give them a passing grade. I would need to know how they earned a ZERO and wonder why they have a 25%?
Student #2 scores as follows
B, D, A, E, C, E, C
Average is around a C-? Same parameters would get the student a C in my class. I would look at why there are extremes in the grades they earned. Were the conditions different when they earned the A and / or the E's?
If they are slackers, #1 fails and #2 has a C-...eactly what they have earned..
Actually, student 2 has the letter grades associated with the percentages student one has. You make my point beautifully though.
It was suggested, in another thread, that an E be given a score fo 50%. Converting to letter grades before averaging has the same effect. You just failed student one on the same grades you passed student 2.
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