The student ID numbers have been arranged in numerical order. The figures given are percentages. The university provides the following grading system:
If your TA reported a grade of C+ you would therefore get 67.5%, because this is the middle of the percentage range allocated for the C+ category. If your TA felt that the grade was a borderline C+/B then you would get perhaps 70%, which is on the border between C+ and B. Your TA may have given you a percentage anyway, in which case this was recorded.
If you don’t see an entry against your name in the list below this is because your paper was not received by Atkinson Distance Education by June 19, when the papers were collected. If it was submitted late, it will be graded, but a late penalty may be applied.
Grade conversion chart:
Notes: letter grades on papers and exams equate to the highest number on each scale above.
At the end of the semester, grades will be rounded as follows: a grade with a .5 and above (ie, 95.5, 95.6, etc) will be rounded UP to 96. A grade with .4 or lower will not be rounded (ie, 95.4 = 95, 84.4 = 84, etc).
The total number of points you can earn this semester is 100.
Use this calculator to find out the grade of a course based on weighted averages. This calculator accepts both numerical as well as letter grades. It also can calculate the grade needed for the remaining assignments in order to get a desired grade for an ongoing course.
Final Grade Calculator
Use this calculator to find out the grade needed on the final exam in order to get a desired grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.
The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.
Brief history of different grading systems
In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive." Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade. All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.
In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%. The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today. However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.
An alternative to the letter grading system
Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).
Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis. There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course. For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to. The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable. Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.