From the attendance, I want to jump to the last section I want to talk about: the peer grading section for the Journal Club group students’ presentations (9 groups). This section was as critical as the attendance for me, and it is another concern. For this section, I got 5/10, although I missed the grading for two presentations in the two sick days that I had the FMF attack. So, I missed two presentations grading for peers out of 9 on an extremely sick day that I wasn’t able to move, almost paralyzed, but for some reason, I lost 50 percent of the grade. It is important to mention that I took the online quizzes that were about the given presentations that I missed and I did very good at all of them, which demonstrates that I put a huge effort to read their presented papers and understood it. Altogether it is extremely upsetting; I wasn’t sleeping or enjoying my time, I was crying of pain in my room where no one was around to give any help since no one can do anything. Again, I talked with the professor about it, but I got 6/10 now (one additional point and 4 lost points). It felt, with everything above, that I’m bagging for grade although I was asking for fairness. …show more content…
This scale was given on the day of grade submitting, and it is as followed with a comparison of the regular and usual scale.
My total points in the class were 57/59 for Quizzes, Group Journal Club presentation grade 22.5/30, Journal Club Individual 26.81/30, News and Views article draft 0/10, News and Views final draft 34.5/45, News and Views outline 5/5, News and Views topic choice 0/0, participation and attendance 10/10 and 2/10, peer grading 6/10. This translates to 78.38% (163.81/209.00) percentage
I believe that to motivate students to do work, practice work needs to be worth more than 10% of a students’ grade. Ideally, I believe the grading scale should be closer to 75% knowledge, and 25% practice. I believe this would help students want to do their work because practice work is worth much more than 10%. If the students do not do any practice work, they can end up with a C, which in many cases is deemed average. Also, those who do their practice work well can use practice assignments to bring up bad test scores. Due to this, more students will do well on their practice work, therefore leading to better scores in tests because students are trying on practice work and they are doing work. Those on the school board may think that 75/25 would be too much weight on practice work, due to this I also think an 80/20 grading scale would be a good option. Seeing as students would still be getting more credit for their homework. The 90/10 grading system needs to be changed for Emma and for all the students at Austin High School in order to benefit them in the future, in both college and their future
The grade scale furnishes students with superior achievements the opportunities to receive Scholarships. The grade scale allows professors and colleges to average a point value for academic reviewing. The chart below shows the different level of achievement for a grade scale and a pass/fail scale. The grade scale f...
Raw scores are converted into percentiles since they have little clinical value. They are the original numerical values associated with the subject’s test performance which are converted into standard scores (Jarosewich, Pfeiffer, & Morris, 2002). The percentile rankings are normally used in scholastic and psychosomatic evaluation. Percentages illustrate ranking of those assessed performance as compared to the current student. Standard scores are the most useful of the test scores. These scores are normalized against the predetermined mean and standard deviation to detail the score’s distance from the average student. The greater one’s standard scores the better. Standard scores also enable better tailored-skill’s education for the individual’s continued growth. Standard scores are also defined against the standard error of measurement for each scale, which about three points. This produces a range within the student’s true score will fall.
This is because the scoring was easy and I agree with what it told me. My total score on the test was a 17. This score puts me in the “low” category. The description of this category was: stick to personal ideals without variation or adjusting to others, see any variation from personal norms as hypocritical and denial of integrity, only one view of norms (their own). I chose the qualities of a Noble Self (Low Score) because the qualities of a rhetorical reflector (low score) did not at all describe the type of person I am or the type of person I aspire to be.
Over the course of this class I feel like I have become a much better writer. When I go back and look at some of my Journal entries and assignments that I did at the beginning of the semester, I can’t help but tense up at some of the things I wrote. Sometimes the things I was writing didn’t flow well, or I might have even have missed glaring grammar mistakes.
In the regular grading scale, grades do vary widely because of these four factors: a teacher's conception of achievement, a teacher's sense of equity and rigor a student's effort. The student's knowledge is based on the graded assignments that the student has completed. Getting rid of these standardized testings removes the insecurities that student's have due to low score and many more factors. Abolishing this test can lead to recognition of our grading differences and create a common conception of achievement on our own based on what we need to work on
The grade scale method is important because it’s away that the students are able to see how they are doing in the course. Its important that students are able to see their actual percentage grade because that gives the students the opportunity to see how they are doing in their course and also it gives them the opportunity to see what exactly did they pass or fail and what areas they need to improve. Grades are better at telling students how they are doing in the course because in the case of the pass-fail scale all the students have to rely on is a letter grade that can possibly mean ten different percentage grades. When you have a student who receive a grade of 85 he/she understands that they have a B but more so they are able to see what they need to improve on in that area of the course to bring it up to an A compared to the pass-fail scale where the student is just receiving the letter grade of a B they will assume that whatever they are doing is good enough to get them by in the class when it could possibly mean that they can be declining in there grades because a B can either mean you are one point away from a C or one point away from an A. The grade scale method is important for the simple fact that student is able to see how they are doing in the course.
Jordan Ellenberg argues that grade inflation is no big deal, referring to the statistical concept of measurement and distribution through grading. In norm-referenced grading, a student gets a grade based on their relative performance to other students. This is easy for instructors to use, and works well in situations requiring rigid differentiation among students. The individual’s grade is determined not only by his/her achievements, but also by the achievements of others, creating a competition between students. This imposes that the distribution of grades is skewed because no matter if a student technically passed the course or not, the bottom 10% are automatically going to fail. Transferring over to the Criterion-Referenced grading system, it measures how well individual students do relative to pre-determined performance levels. Students are evaluated against an absolute scale, normally a set number of points or a percentage of the total. Since it is an absolute scale, it is possible all students can get all A’s or even all D’s. This imposes that the measurement can severely affect grade inflation because universities differ between their grading scales and most classes differ on how many points or what percentage is required to be assigned a certain grade.
As a second language learner I have never expected myself to be a perfect writer throughout the semester. Even If English was my first language still, I would not be a perfect writer. It is not about first or second language, it is about how well I understand the learning objectives. Then organizing and writing with my own ideas and putting them in my paper. I am going to be honest, I am not good at English subject and English subject is my strongest weakness than the other subjects. In this paper I will discuss and analyze my own writing, reflecting on the ways that my writing has improved throughout the semester.
The traditional high school A-F grading system no longer reflects an accurate measurement of student success. Providing a new system where grades are measured by the rank of the student in the class will provide a system more honest than before, it will benefit students and prospective colleges. Changing the grading scale to a system where students are ranked from a curve based off the total percentage of points potentially earned in the course.
My grades in the class looked promising, I excelled at the writing and multiple choice portions of the practice tests we took during class. All seemed well until the big test came in May. My teacher told the class that we should not take the make-up test later in the month but instead take the test on the regular test day, regardless if we were sick or not. And just my luck, I was sick on testing day! Not wanting to disappoint my teacher, I took the test while completely ill. All of my studying and hard work paid off because I passed… with a 3. I was devastated. The elusive 5 was taunting me. But I did have a second chance. A time of redemption, which was the AP US History test.
I am writing this letter today to explain my situation and hopefully find some common ground with the school about the exact reasons my grades were so poor last year. Before coming to Mason, I was an honor student who had never even failed a course let alone obtained a lower ranking grade such as a D. The real reason I struggled this past semester was because of health issues that bogged me down and presented me with the challenge of being able to attend class regularly and participate at an efficient output with my school work. From about late October time all the way to the Spring my body was at war with itself dealing with walking pneumonia. I would come down with headaches, cough frequently, feel sluggish and light headed at times, and
I do agree with my results. It portrays an accurate representation of where I see myself. I have an overall rating of 59/100. As a grad student, a single mother, living with my parents, working at a job that makes me happy but that isn’t directly working towards my future goals, I can understand why my status for this assessment would be “struggling”. My highest score was seven in the social category, six in the career, community, and physical category, and three in the financial category. This was no surprise to me, yet it was good to have these areas examined and written down on paper.
One topic I enjoyed in this class was social interaction and social structure. Social interaction is how we interact with others in the world. Social structure is our status in the world. The one thing that stood out to me was the three different statuses. Ascribed status is a part of us, something that will never go away. My ascribed status is that I am an African American woman. Achieved status is the things we accomplish in life and put effort into. These are the things we freely do. My achieved status would be when I was in High School and I volunteered to mentor small kids at an elementary school. Also when I help my Aunt every year with grading her papers and helping her teach at her school. Master status is the status that makes up your
I felt a shock go through my body as I numbed up. “Wh wha what did she want?” My math teacher Mrs. Armstrong was worried about me and the fact that I do all the work in class and homework and when it comes time to take a test I fail. My teacher was willing to let me retake my test.