The document proposes adjusting a traditional grading scale from a zero-based system to a scale where 50% is the lowest passing grade of D. It provides examples of how a student's final grade would change under the adjusted scale compared to a traditional scale that uses 0% as the lowest passing score. The adjusted scale aims to better reflect student learning by not disproportionately weighting early failures and recognizing demonstration of basic competency is desirable outcome of education.
The document proposes adjusting a traditional grading scale from a zero-based system to a scale where 50% is the lowest passing grade of D. It provides examples of how a student's final grade would change under the adjusted scale compared to a traditional scale that uses 0% as the lowest passing score. The adjusted scale aims to better reflect student learning by not disproportionately weighting early failures and recognizing demonstration of basic competency is desirable outcome of education.
The document proposes adjusting a traditional grading scale from a zero-based system to a scale where 50% is the lowest passing grade of D. It provides examples of how a student's final grade would change under the adjusted scale compared to a traditional scale that uses 0% as the lowest passing score. The adjusted scale aims to better reflect student learning by not disproportionately weighting early failures and recognizing demonstration of basic competency is desirable outcome of education.