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Raters were high-school teachers, who brought the rating system back to their schools. [45] One teacher was Albert Lavin, who installed similar holistic scoring at Sir Francis Drake High School in Marin County, California, 1966–1972, at grades 9, 10, 11, and 12 in order to show progress in school writing over those years. [ 46 ]
Some high schools, to reflect the varying skill required for different course levels, will give higher numerical grades for difficult courses, often referred to as a weighted GPA. For example, two common conversion systems used in honors and Advanced Placement courses are: A = 5 or 4.5; B = 4 or 3.5 [5] C = 3 or 2.5; D = 2 or 1.5; F = 0 [19]
The most popular and commonly used grading system in the United States uses discrete evaluation in the form of letter grades. Many schools use a GPA (grade-point average) system [73] in combination with letter grades. There are also many other systems in place. Some schools use a scale of 100 instead of letter grades.
A January 7, 2009 article in the Pittsburgh Post-Gazette used the term "grade inflation" to describe how some people viewed a grading policy in the Pittsburgh School District. According to the article, the policy sets 50% as the minimum score that a student can get on any given school assignment.
1.3 3.7 81–90% 2+ 12 points 1.7 "gut" (good: an achievement that exceeds the average requirements considerably) 3.3 2 2 11 points 2.0 3.0 2- 10 points 2.3 2.7 66–80% 3+ 9 points 2.7 "befriedigend" (satisfactory: an achievement that fulfills average requirements) 2.3 3 3 8 points 3.0 2.0 3- 7 points 3.3 1.7 50–65% 4+ 6 points 3.7
Students are given an academic standing; students may be placed on academic probation (where most features from the school were revoked) if they have a low cumulative GPA (usually 1.0, 0.8 in NYP, or 1.4 in SP), or was dismissed from the course of study if they fail to improve their GPA for consecutive semesters, if they have passed the maximum ...
The self-discrepancy theory states that individuals compare their "actual" self to internalized standards or the "ideal/ought self". Inconsistencies between "actual", "ideal" (idealized version of yourself created from life experiences) and "ought" (who persons feel they should be or should become) are associated with emotional discomforts (e.g., fear, threat, restlessness).
Drexel University Drexel University Thomas R. Kline School of Law: 3.–3.10 [36] Duke University School of Law: 3.30 for 1L classes and all others with 50 or more people, 3.50 for all classes with between 10 and 49 people, and no median for classes with fewer than 10 [37] Thomas R. Kline School of Law of Duquesne University