Word: gradesã
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Unfortunately, current grading practices fail miserably at providing meaningful feedback on student work, and as a result, grades as pedagogical tools are ineffective at best and useless at worst. Because 86 percent of grades were B or better last year, professors and TFs were effectively limited to four grades??B, B-plus, A-minus and A—when evaluating all but the weakest student work. Not only are there too few grades to be precise, but worse yet, the meaning of those grades is utterly unclear...
...departments prepare to submit reviews of their grading procedures to Dean of Undergraduate Education Susan G. Pedersen ’82-’83 Friday—following months of intense media scrutiny of Harvard’s grades??students don’t seem to see the point...
...reasons against punishing students for the sins of their professors last year in his elective course, Government 1061, “Modern Political Thought From Machiavelli to Nietzche,” a course chosen by students rather than required of them. In that class, students were given two grades??one representing what Mansfield felt they deserved, and another re-centered on average grading data obtained from the Office of the Registrar. At that time, Mansfield said that his conscience had tired of punishing the students that chose to take his course. However, now that Mansfield has been...
Grade inflation may initially relax student fears of getting “bad grades?? but has not eased anxiety in the long run. Instead, grade inflation has made every grade more important. No more can students brush off one class in which they didn’t excel since the marginal value of every third of a grade has increased exponentially...