Assignments: Grading Criteria
Unless otherwise indicated in a printed syllabus, I grade assignments on the following scale for all of my courses:
In general, course work will be graded as follows:
A and A-
represents work whose superior quality indicates a full mastery of the subject and, in the case of A, work of extraordinary distinction.
B+, B, and B−
represents work of good to very good quality; however, it does not merit special distinction.
C+, C, and C−
grades designate an average command of the material and average quality.
D+ and D
grades indicate work that shows a deficiency in knowledge of the material.
F is a failing grade representing work that deserves little credit.
- 95% and above = A
- 94.9-90% = A-
- 89.9-87% = B+
- 86.9-83% = B
- 82.9-80% = B-
- 79.9-77% = C+
- 76.9-73% = C
- 72.9-70% = C-
- 69.9-66% = D+
- 65.9-60% = D
- 60% and below = F
In general, course work will be graded as follows:
A and A-
represents work whose superior quality indicates a full mastery of the subject and, in the case of A, work of extraordinary distinction.
B+, B, and B−
represents work of good to very good quality; however, it does not merit special distinction.
C+, C, and C−
grades designate an average command of the material and average quality.
D+ and D
grades indicate work that shows a deficiency in knowledge of the material.
F is a failing grade representing work that deserves little credit.
Final Grades
I assign final grades using the following system set by SIUC for undergraduates and graduates. Beginning Summer 2017, SIUC has switched to a +/- system. I use this system. To help transition into this new format, I will not issue minuses in summer 2017 (So if you earn a B-, you will get a B on the final grade); however, I will use it beginning fall 2017.
Two-Grade Policy
Beginning spring 2014, I adopted a grading policy practiced by Harvey B. Mansfield, a faculty member at Harvard University. Here is what he said in an interview, as reported in the Boston Globe:
"We [faculty at Harvard] believe that learning is the most important thing that happens in our classrooms and throughout our system of residential education. The faculty are focused on creating positive and lasting learning outcomes for our undergraduates."
But Mansfield said the issue of grade inflation, while not new and not isolated to Harvard, has become routine and has an adverse effect on standards and on the most talented students, whose merit goes unrecognized.
Mansfield described how, in recent years, he himself has taken to giving students two grades: one that shows up on their transcript and one he believes they actually deserve.
'I didn’t want my students to be punished by being the only ones to suffer for getting an accurate grade,' he said, adding that administrators must take the lead in curbing the trend.
The above summarizes my approach. You will receive two grades on your work. The one I think you deserve as compared to your peers and the one that I will use to calculate your final grade. The grade recorded in Blackboard--i.e. the one that is likely inflated--is the one reported to administration.
Qualitative Assessment of In-class Participation
In some courses, I evaluate participation. In general, A’s are earned by students who remain focused on lectures, participate in discussions, intelligently answer questions, and stay on task during discussions and in-class activities. Students earn Bs by being active listeners and by engaging in the lectures and group activities; however, these students largely sit on the sidelines when it comes to question and answer sessions and group work. Cs are earned by students who are present, but do not engage. Students who work on other things during class time, disengage with the material, and do little to create a positive, fun, active, and safe learning environment earn Ds.
QUESTIONS REGARDING GRADES
If you seek to challenge a grade that I think you've earned, you must schedule an appointment to meet with me. Indicate in your email that you want to meet to discuss a grade. Refrain from making arguments in your email. You should come prepared to this meeting with your submission and evaluation. You should also prepare discussion points that describe how you met course and assignment objectives. If you come unprepared for this meeting or have poorly developed arguments, I reserve the right to lower your grade.
I will not discuss grades or assignments via email.
I will not discuss grades or assignments via email.
Late Submissions
Without documented support from a doctor or university administrator, I'm not required to accept late submissions. Since I understand students have other things going on, I may accept late work. However, I will assess up to a two-grade penalty for tardiness. Your submission will be due no later than the time I allow. In the case of oral presentations, we may not be able to reschedule. If we can, the same grade penalty shall be assessed as any other late submission.