Posted on 02/19/2014 2:36:05 PM PST by lowbridge
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The same thing happened to me in college. When I transferred credits, I wound up with about 25% more credit hours because I went from quarters to semesters. I still had to get all the required classes and so I graduated with 160 credit hours instead of 120.
Johnny may have a 0, but he identifies with an 85%.
If you cannot do 0%, then do 1%.
If the zero is deserved, it should hurt the average.
Promoting them beyond their ability will hurt, not help.
I love that movie!
Too bad Belushi died. He was truly funny. He could make me giggle just by raising an eyebrow.
I believe it.
I heard that Alabama or Mississippi made passing grades different, lower, for minorities than whites.
Various NYC high schools won’t allow teachers to give less than a 55, even if the kid never shows up for class. I think that’s ridiculous and totally unfair, as a kid who comes to class, tries their hardest, but isn’t the brightest bulb on the tree can wind up with a 65 for their efforts. Only a 15 point difference between not even coming to class and trying your hardest to pass but not really burning it up? No wonder only 20-something percent of NYC high school students were deemed college-ready last year.
“I think the going rate is 10 points for putting your name on the paper and turning it in.”
When I went to junior high school, we called it getting on the 49 list.
I hate to give kids failing grades on quizzes, tests or labs because the impact on their overall grades is so dramatic. However, sometimes it's the only thing that gets them moving or gets the attention of busy parents. I have a several students who failed a quarter or came close to it. With diligence, and in some cases, tutoring, they are now making 100% on assessments. Most of them have the ability, but they've been permitted to slide through with minimal effort throughout their academic careers.
This is common. Be prepared to deal with admin if you give a grade below 60% for a semester.
Oh get over it! No one gives a crap about someone’s oh-so-speshul “personal circumstances” and squishy liberal nonsense like that is why we have so many stupid people.
Results, results, results! Get them or get lost!
Yep. Early in the marking period, I try to inject enough fear into the kids that they'll make an effort to learn. Toward the end of the marking period, I can adjust one or two tests to bring up the average. At the end, class participation grades provide a bit more padding if I need to keep admin off my back. It's all about differentiating the group of kids into the ones who work and earn high grades, the ones who try but can't quite get it, and the ones who don't do their work. I'd like to say my grades are always a reflection of what has been learned, but that's not entirely possible in our environment. By the time I see these kids in high school science class, they've had 10 or so years of social promotion. This generation of kids is being cheated of many things, including a robust education.
And the absolute only reason to give those points on the SAT is to obscure from low scorers, and low scorers parents, just how low their scores really are.
70 is passing? Do you not have the equivalent of a D grade?
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