Help With Assigning Final Grades
Ideas, suggestions, and thoughts contributed by WKU Faculty

Table of Contents:

Help With Assigning Final Grades Introduction
From John McLester, Exercise Science
From John Cipolla, Music
From Joan Krenzin, Sociology
From Phyllis Jones, Community College
From Jane Olmsted, Women's Studies
From Tracey Bertram, Glasgow Campus
From James Skaggs, English
From Alan Griggs, Adjunct Faculty, Speech Communications
From Larry Winn, Communications Professor

Help With Assigning Final Grades

We have all encountered difficult grading situations such as where a student begins very poorly but then shows consistent effort and improvement throughout the semester, or a student undergoes a traumatic personal or home situation (major illness, financial strain, etc.) When we look at the final grade distribution and such a student falls on a borderline, how do you decide whether or when to assign the higher grade?

Do you ever give a student a break by assigning a higher grade than the grade point average shows?
What does a “D” mean versus and “F” or an “A” versus a “B”? How do you make sure that a person’s grade reflects that person’s learning?
What factors do you consider as relevant or irrelevant in grade assignment (e.g., class attendance, graduation, terminally ill, plagiarism)?
How do you make sure you are being fair to other students? Are there legal and appeal issues to consider?
Do you go strictly by points or do you consider extra efforts? Do you give last minute extra credit?
Do you take into account error in measurement tools (i.e., exams)?
Has your grading philosophy changed over time? In what ways? For what reasons?

To find out how these issues have been dealt with my others, WKU faculty were polled for advice on assigning final grades. The comments below may help you to determine your own grading policy or make decisions you are satisfied with when facing difficult cases. Effective grade assignment begins with planning your semester well.

From John McLester, Exercise Science

“There are entire books written on these issues and people still argue about them on a regular basis. So if you feel lost, you are not alone.

My first advice is to not stress over these issues unduly…and to simplify things for yourself. Decide in advance how much each part of the course is worth (in percentage) and stick to it. For example if you will give three exams and a culminating project, decide if the learning experience from the project is equal to that of studying for an exam. If so, then each of those parts is worth 25%. It sounds simple, but if you decide in advance (and put it on the syllabus to make it clear to students), then you remove some of the other issues (e.g. appeals, legalities, etc.).

As for bonus credit, I greatly discourage it. If that person hasn’t taken advantage of the credit that is already available, why should they have the opportunity to get other credit? Not to mention that the extra credit assignment has to be available to all students in the course or you will be at risk for legal issues. In addition, it makes the student put pressure on other instructors who do not offer extra credit. Trust me, extra credit is a Pandora’s box. I’ve done it (way back), and as soon as I closed that box my life got easier.

As for A, B, C, D, and F: whether we like it or not, that is the grading system we have. And from my limited experience (9 years teaching in college), overall it works pretty well. I still go by the old school labels (A is for Excellent, B is Good, C is average, D is below average, and F is failure). The students may not agree with that, but that’s why they are students. There will always be question as to whether a grade reflects learning (that argument has been going on since the beginning of grading). But the fact is, there has to be some way of ranking students. If a student has to work harder than another and still gets a lower grade, that’s college (and life, by the way). We already have to deal with students who are a product of an entitlement society. The fact is they are not entitled to an “A” or a diploma; they are entitled to compete for one.

The two biggest things that I have changed about my grading are: 1) I have become more specific as to the number of points that tests and assignments are worth (again, it avoids headaches at the end of the semester); and 2) I have dropped attendance policies in any class that does not have participation as a vital component. An attendance policy in my experience is another Pandora’s box because you have to deal with what is excused and what’s not and how many absences you are going to allow. What I have found is that by raising my standards, those who come to class make the best grades.

If all of this sounds harsh, ask yourself this question on a regular basis: “Do I want this student teaching my child, treating my illness, removing the tumor from my brain, or doing my taxes (you insert whatever job you feel strongly about)?

That is by no means all of the advice that I’m willing to give (for what it’s worth), so please feel free to give my name and information to anyone who wants to hear an opinion on grading.”

From John Cipolla, Music

“I teach a music theory course for non-music majors. I am now doing the grading with an Excel spreadsheet. My syllabus lists the percentages for each area in the course (quizzes, mid-term, final, projects, etc.) I have already submitted the grades and have had a couple of disgruntled customers who contested their grades. I showed them the syllabus, which I also did the first day of classes, and then how I calculated the grades. The bottom line is that the students who have studied through the semester (which is most of this particular class) did well in the course. The one’s who didn’t, did not.

In the future, I think I may switch to a point system for grading though. The students have a hard time knowing where they stand through the semester. At the mid point in the semester, I emailed where they all stood (outstanding assignments, quiz grades, etc.). But, that didn’t seem to sink in with them after the mid-point in the semester. So, I think that the point system is easier for them to keep track of.

Also, in music, we teach private lessons. This presents problems with subjectivity. What I do to address this problem is to grade every lesson each week. Then when we have the final jury performance, I average my grade with the other professors on the jury. This makes the grading more concrete and objective and the students seem to accept it more easily.”

From Joan Krenzin, Sociology

What does a”D” mean versus an “F”? How is an “A” different from a “B”? How confident are you that the final grade reflects the person’s learning?
“On the cover sheet of each test is a breakdown of the points awarded for each item. I have students remove the cover sheets from the tests when they turn them in. The names are on the cover sheets only. On the subjective items I read a number of responses before I begin to assign grades. Even though I have written the “perfect” answer in advance, I want to look for possible misinterpretations that may have been made by more than one person. The tests then have a strict numerical score.

The four papers each have been explained in terms of the requirements and the number of potential points devoted to each expectation. Thus, I have again a strict numerical score. The various letter grades are separated into arbitrary categories, which the student understands from the beginning of the semester.”

Am I confident that the final grade reflects the person’s learning?
“Certainly not. I’m not sure how that could be measured, and I doubt that it could be appropriately measured until some time has elapsed after the completion of the course. However, because students have the option to redo each of the papers after they are returned to them and have the opportunity for extra credit points, the grade does reflect a certain amount of zeal. Perhaps the prospective employer is better served by a grade that reflects a combination of learning and zeal.”

Do you go strictly by points or do you consider extra efforts? Have you ever given last minute extra work?
“In response to the first part of the question, I think I go fairly strictly by points. When
I go over the syllabus with the students on the first day of class, I point out that I take attendance at every class. I add that I will not lower a grade because of poor attendance. However, if a student has an average of 69.8 (70 is the bottom of my C range) and has missed class several times, the grade will remain a D. If, on the other hand, attendance and class participation were good, a 69.2 might be considered a C. In making a decision to give the student credit for attendance and participation, I list all the students’ final averages in rank order. Then I check to see whether I have enough evidence to raise one student’s 69.4 grade from a C to a B without raising the grade of another student who has a 59.4. Even though I know they are unlikely to compare final grades, I need to feel that I could defend my grading before a complaint committee.

The second part of the question elicits a firm NO. Because I have had that request a number of times, I now avoid it by an announcement during the 4th from the last week of the semester. On the syllabus I have listed a number of extra-credit assignments, each with a due date relating to the chapter in which the material is covered. None of those extra-credit assignments falls due during the last three weeks of class. Consequently, just before the final extra-credit assignment is due, I remind the class that that assignment will be the last extra-credit option for the semester. I tell them that in past years occasional students have asked me whether they could get extra credit for writing a paper. I, of course, have to deny that opportunity. I could not in good faith offer an opportunity to one student that is not offered to the whole class, and there is no way that I could look at all of those papers at the end of the semester.”

When I explain that any paper that would be worth credit would have to have at least six to ten referenced citations and that I would have to check each of those references to make sure that the author’s ideas were being represented fairly, the student’s enthusiasm for such a project usually diminishes. Moreover, most students have papers due in other classes at that time and are pressed for time. That time could more advantageously be used to prepare well for the final exams in all of the classes.

Another technique I use to prevent the student from suddenly realizing her or his deficiency near the end of the semester is a midterm grade report, prepared for the student before the last day to drop the class. On that report I list the student’s two test grades and two paper grades and calculate an average. I also list at the bottom of the page the number of times the person has been absent from class or late to class. This “warning” comes early enough so that the student still has the option of completing the maximum of three extra-credit projects if he or she chooses.”

From Phyllis Jones, Community College

“I have only been teaching adults for 6 semester and as an adjunct, but since I have over 30 yrs. teaching experience, I will make a few comments which you can do whatever you like with. I use a point system, the students are aware of the value of each assignment and how many points are required for each grade. I give opportunities for extra credit throughout the semester and I have a tendency to give someone those extra couple of points at the end of the semester, if he/she has taken advantage of those opportunities. I also consider attendance if someone is borderline, in other words I look at the amount of effort the student has put forth.

I have a story...no names…I had a student take my Psychology 100 class in the spring of 2003. After a very slow start, he made a “D” only with much prompting from me to get his work turned in. Getting him to participate was like pulling teeth. When the semester was over, and he started out the door I asked him to do something for me, to which he replied, “Yes, Ma’am, if I can.” I told him next semester to start working from the first day, not to wait around until he got behind. To this he grinned and said, “I’ll try.” Much to my surprise when I walked into my Psychology 100 class the next fall there sat the same student. I said, “you didn’t fail this class last semester” and he replied, “No Ma’am, but I don’t like D’s. My advisor tried to put me in someone else’s class, but I told him no thanks I know this lady and she was really nice to me.”

This student did keep his word and started right to work, telling me all semester that he was going to get an “A”. He not only participated but even teased me a little on occasion. He didn’t miss a single class, did all his homework without being reminded, and attended two extra credit lectures. Unfortunately he still could not do well on my test. At the end he was 12 points short of an “A”. What would you have done?? I mean he was going to show up again next semester if he hadn’t made that “A”, and after 3 semesters I might have had to adopt the kid....so I gave him the “A”. Not because I felt sorry for him or really thought he was going to follow me home, but because I have never seen anyone improve more, or put more effort into one of my classes. Was that the right call? I don’t know, but it felt right at the time.”

From Joan Olmstead, Women's Studies

Do you go strictly by points or do you consider extra efforts? Have you ever given last minute extra work?
“I don’t go strictly by points, but I do try to be consistent. If this student “deserves” an A when their points say 89, then so does the next student. In all cases, what makes the difference is sustained contribution to class discussions and consistent effort to improve both written and spoken work.”

Do you take into account error in the measurement tools (e.g., exams)?
“Absolutely. I recently gave a quiz that I thought was clear as a mountain stream. Most of it was, but one question was worded in such a way that almost no one remembered what it was referring to, so I gave everyone that question. Anyone who’s gotten to this point (Ph.D. or M.A.) ought to know that testing measures are anything but foolproof, and we should acknowledge when we test them in ways that don’t allow students to succeed.”

From Tracey Bertram, Glasgow Campus

“All of my students know from the very first day what my policy is. They know there are no exceptions. Attendance plays a large part for me in borderline students. Someone who hasn’t missed a single class and hasn’t left early will be boosted whereas one who skips is not reward as such. If they have a 79.5 it is still a C unless they have perfect attendance. It wouldn’t be fair to those who tried their hardest to be there to get the same grade as someone that has skipped class. In extreme circumstances, if the student notifies me ASAP, I am willing to work things out with them provided they are willing. I have only taught for two semesters but I can already see that if you give them a little line they keep wanting more. And you definitely cannot do things for one student and not expect others to want the same.

I do not tolerate plagiarism – once again it would not be fair to other classmates. I do not give last minute extra work but students are given opportunities throughout the semester for extra points that somehow pertain to what we are discussing in class. I do try to change my tests from semester to semester and watch for questions that several students miss. I do try to reevaluate the tests and make them more productive tools for finding out how much the students are really learning.”

From James Skaggs, English

“The biggest problem I see in part-time and younger faculty with their grading is grade inflation. They feel that if a student receives a low grade, this reflects on their ability to teach. Not true. Here’s a good way to guard against this. Give a lot of grades, especially early in the semester. I give a quiz every day over that day’s assignment; any student who does well on these, does well in the course, and vice-versa. Some students tell me that too much rides on the last two or three weeks in some courses.

Grading should be spread out over the semester and not too much reliance on a final exam or on extra credit at the last minute. I do count both effort and improvement, and I especially reward those who come every day and have prepared their assignment to the best of their ability. I also encourage class discussion and count class participation in my evaluation. But the key is more grades so that a student is not penalized for just having a bad test day.”

From Alan Griggs, Adjunct Faculty, Speech Communications

“I have taught several years now as adjunct faculty and continue to refine my grading techniques and philosophy. It’s heartening to see that the full-time folks share many of my same concerns, i.e., extra credit, the structure and wording of tests, and final grades to name a few.

As for my own situation, I provide extra credit opportunities throughout the semester but it’s still a little disappointing to see that few students take advantage of them. The extra work made the difference in a letter grade for several students this time around.

I heartily agree with the belief that more grading opportunities are better for the students. That’s why I have quizzes throughout the semester, especially since my classes meet only once a week.

Lastly, my personal belief is that final grades should be partly based on an individual’s ability and desire to do the work. I realize that I’m treading into the area of intangibles and subjectivity, but I will reward hard-working, borderline students while having little patience for those who fall short of their capabilities. The ones who shine through—who grow in confidence once they discover they can speak in public—keep me going.”

From Larry Winn, Communications Professor

“I try to account for error in testing by following a list of criteria when making out tests (e.g. for MC tests a number of criteria such as no "all of the above" or "none of the above"). After grading exams, I identify the pattern of grades and also typically do an item analysis of answers to try to weed out bad questions. Next I go over the graded tests in class and permit feedback on items on which students wish to comment; the student comments often permit me to make adjustments in grades to assure fairness and also help me improve wording of questions for future semesters.

I explain to my students how I will deal with borderline grades in the course. Specifically, for example, an 89.5% will automatically be rounded up to an 90 and thus an earn an A. A score of 89.0 will automatically translate to a B. Scores ranging from 89.1 to 89.4 will be rounded up for students with no unexcused absences but not for anyone else. This process permits me to apply exactly the same standard in all borderline cases; if I split hairs, I want to do it the same way for every student with a "borderline" grade."

Help With Assigning Final Grades Ideas, suggestions, and thoughts contributed by WKU Faculty