How can our grading practices remain true to who we are as teachers, while balancing institutional constraints & respecting the role of evaluation in helping students develop as learners?
Part of my philosophy of grading is what I call the "fair F". Basically, if students make an effort to do an assignment, they get no less than 50%. Since each letter grade is worth 10% out of 100 A=90%+, B=80-89%, C=70-79%, D=60-69% an F should not be worth any less than 10% of 100 (50-59%). If an F is any less than 50%, that will unfairly drag a student's grade average down.
Only time I give less than 50% is a zero for not doing the assignment at all.
Part of my philosophy of grading is what I call the "fair F". Basically, if students make an effort to do an assignment, they get no less than 50%. Since each letter grade is worth 10% out of 100 A=90%+, B=80-89%, C=70-79%, D=60-69% an F should not be worth any less than 10% of 100 (50-59%). If an F is any less than 50%, that will unfairly drag a student's grade average down.
Only time I give less than 50% is a zero for not doing the assignment at all.