Approaching this assignment I feel like I have to write some sort of disclaimer because at the moment I don’t have my own classroom so I don’t give out my own grades.
During student teaching I did grading but I did it in the way that my SBTE did as to not confuse the students. In both student teaching situations I graded based on a point scale with a conversion to percentages. Each assignment had a top point level which students tried to achieve. After the points were converted they were translated to a percentage out of 100. For instance, some assignments were out of 50 so if a student achieved 45/50 the score recorded in the grade book would be 90%.
This was the sort of grading that I received when I was in school. My report cards didn’t contain letter grades they were numerical but I will make the attempt to describe them in a related fashion.
F (anything below 55%) 55 or below as considered failing
D[+/-] (55%-65%) is just barely passing. A student has obtained the minimum level of knowledge of the criteria. They have learned just enough to skim by. The knowledge that they have is enough that when they enter the next step they will be able to comprehend it but it will likely be difficult especially if it is a topic where one aspect builds off another.
C[+/-] (65%-75%) as the middle grade is often connected with being the mean or the average. However, how this grade it viewed depends on the student and at times the level of the class. A C represents a grade that is above failing and a comprehension level that reaches more than the mere basics of a topic but not much further. A student has an adequate understanding and comprehends the material but is likely unable to delve into any sort of deep conversation regarding it. This grade can be viewed differently by different people based on different situations. For instance, for someone simply attempting to meet the a science requirement a C in a general chemistry class might be acceptable while to someone hoping to study science in college the same grade could be detrimental or harboring to their future plans.
B[+/-] (75%-85%) represents a leap in one’s comprehension. This is a grade that is beginning to represent a higher level of comprehension. Here one if gaining a deeper understanding of the topic. Depending on where the student falls within the grade range it is likely that they would be able to hold an in-depth conversation regarding the topic and make possible outside connections and explanations regarding it.
A[-] (85%-95%) represents almost the pinnacle of understanding. A student has a strong understanding of the material and is able to show it through numerous ways whether verbally or written. In addition, they are able to make strong connections to other lessons learned and possibly other content areas.
A[+] (95%-100%) I separated the A- and the A from the A+ because in my academic history it seemed as if the A+ was something separate something almost unachievable unless there was perfection. For a student to obtain this level they must be able to prove that they have a strong almost perfect comprehension of the material though numerous methods as well we be able to make strong outside connections. In addition, someone at said level should be able to explain the content so that others at a lower level can gain some insight. For example, such a student would be able to work as a tutor of the given material.
This type of grading system is useful to administrators because it gives them something concrete. They are able to look at what students excelled, what students failed to meet the criteria and what students fell in the middle. Using the letter system has obvious drawbacks in that it is no specific relating to circumstances and how broad it is. This, however, is not often essential to administrators who want a general outline of student understanding which such a system does provide.
How well such a system can fulfill the needs of a parent and/or student often depends on the parent or student. If the interested party is merely looking for a generic scope they are great, a B is good, a C is average, D just barely passing, and F is failing. They have a basic outlook and as an individual they are able to address how they feel about that as their/their child’s grade. If, however, one wants a more specific look at a grade this system is not efficient. The scale is too broad and specifics are not looked at nor explained by the assigned letter. I feel that suing the numerical grades helps this somewhat because it allows students/and or parents to see what grades played a role in the assignment of the final grade and they can literally add them up themselves to make sure that they are correct. By keeping a consistent, update, and detailed record of students’ grades you should be able to answer questions that may arise.
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