Student emailed to FSO administrative and executive leadership teams correspondence between FSO Instructor & Student regarding:
1. Point deductions for using "contention" & sentence structure;
2. Instructor's excessive regrading of a simple discussion post;
3. Extensive explanations that defy understanding for unfair EBMS
grading practices that are being "applied to all classes;"
4. Weighted Averages not being properly calculated; and
5. FSO instructor not providing timely feed back on primary assignment.
Unit 10. Orthographic Codes of The English Language. Sound-Spelling Relationship. Proposals For The Teaching of The Written Code. Orthographic Applications in Written Productions
Student emailed to FSO administrative and executive leadership teams correspondence between FSO Instructor & Student regarding:
1. Point deductions for using "contention" & sentence structure;
2. Instructor's excessive regrading of a simple discussion post;
3. Extensive explanations that defy understanding for unfair EBMS
grading practices that are being "applied to all classes;"
4. Weighted Averages not being properly calculated; and
5. FSO instructor not providing timely feed back on primary assignment.
Student emailed to FSO administrative and executive leadership teams correspondence between FSO Instructor & Student regarding:
1. Point deductions for using "contention" & sentence structure;
2. Instructor's excessive regrading of a simple discussion post;
3. Extensive explanations that defy understanding for unfair EBMS
grading practices that are being "applied to all classes;"
4. Weighted Averages not being properly calculated; and
5. FSO instructor not providing timely feed back on primary assignment.
Student emailed to FSO administrative and executive leadership teams correspondence between FSO Instructor & Student regarding:
1. Point deductions for using "contention" & sentence structure;
2. Instructor's excessive regrading of a simple discussion post;
3. Extensive explanations that defy understanding for unfair EBMS
grading practices that are being "applied to all classes;"
4. Weighted Averages not being properly calculated; and
5. FSO instructor not providing timely feed back on primary assignment.
To Donovan, Seangjones@fullsail.comgrogers@fullsail.com and 9 More... May 16 Kind Greeting Administrators and All Concerned Parties,
Below is the recent correspondence regarding the grading of student's week one Discussion post, wherein the initial post is worth 80% of the grade and the response post is equal to 20% of the grade. Said correspondence from and the mindset of the instructor is vexatious and is distracting from student's ability to gain maximum value on the journey to completing the course objectives.
Sincerely,
Queen Searles
May. 15, 3:05 pm
How can you tell the author what they meant by using a word! Maybe I was having a conflict with myself as to whether the three choices I made were the best possible choices.
May. 15, 3:08 pm
Hi Queen,
You did a nice job on your posts, and received an A+ on the assignment. This is definitely something to be proud of, and a testament to your hard work and dedication. I appreciate your dedication to your academics and grades, however, with the 7 non-repetitive errors/typos, the best grade I can offer you is the 95%. As you will see on the rubric, the typos are deducted from the score as a whole, and not the initial and response posts individually. This is an EBMS grading policy, and is applied to all classes for discussion board assignments. Out of 100 possible points, 10 points are allocated to grammar/typos/punctuation, 20 points to content and organization, 20 points to relevance, 10 points to research and citations, and 40 points to technology tools (in this specific case, this would include the use of Alexa.com, Quantcast.com, etc.). If the grammar deductions were applied separately to the initial and the response posts, this would cause a sort of "double-dipping" effect, taking points away twice.
I hope this helps clarify the program's grading policy for discussion boards. As a fellow educator, I know you understand the importance of uniform grading and offering every student the same opportunities. An A+ on a discussion board is a terrific achievement, and continuing to submit work at this level with allow you to earn a high score in the course overall.
Kristin
DOC 7 - B Student Demand for Investigation
May. 15, 4:32 pm
Kind Greetings Kristin,
My grade is not NEGOTIABLE! You cannot "offer" me a grade. You are required to calculate my grade for the discussion post as stated in the Rubric for every discussion post.
Initial post is 80% Response post is 20% of the grade. Even if you took the maximum 10 points from an assignment the final grade would still be 98!
There have been assignments where mistakes in grammar were made and I still earned 100% remember 99.5 and up is still 100. It is unfair to give equal weight to a response post or to even be in the mindset that minor "typos" in a response post can turn an otherwise outstanding project into an A- post.
Further, you are required to give immediate feed back on the other week one assignments without undue procrastination with trivialities.
Unit 10. Orthographic Codes of The English Language. Sound-Spelling Relationship. Proposals For The Teaching of The Written Code. Orthographic Applications in Written Productions