Course Grading Rubric

From Pomerantz
Revision as of 11:46, 11 December 2012 by Jpom (Talk | contribs)

Jump to: navigation, search

The purpose of grades is to identify degrees of mastery of subject matter. The UNC-CH faculty has adopted definitions of letter grades. Here is my interpretation of this official grading policy:

A: Mastery of course content at the highest level of attainment that can
   reasonably be expected of students.
B: Strong performance demonstrating a high level of attainment for a student.
C: A totally acceptable performance demonstrating an adequate level of
   attainment for a student.
D: A marginal performance in the required exercises demonstrating a minimal
   passing level of attainment for a student.
F: For whatever reasons, an unacceptable performance. The F grade indicates
   that the student's performance in the required exercises has revealed
   almost no understanding of the course content.

Grading Rubric for Undergraduate Courses

Semester grades will be computed as follows:

A  = 97-100
A− = 90-96
B+ = 87-89
B  = 83-86
B− = 80-82
C  = 70-79, with + and − ranges the same as for B
D  = 60-69, with + and − ranges the same as for B
F  = anything below 59

Grading Rubric for Graduate Courses

UNC-CH does not use standard letter grades (A-F) in evaluating Graduate students, but instead uses H (High Pass), P (Pass), L (Low Pass), and F. The SILS bylaws provides the following equivalency between the two grading systems:

H = A
P = A-, B+, B, B-
L = C+, C, C-
F = D+, D, F

Grading Rubric for Participation

A = Presence with pizzazz. You attend regularly and frequently have thoughtful things to say.
B = Presence with a pulse. You attend regularly and speak often (and on topic).
C = Presence period. You attend regularly but rarely speak.
D = Dubious participation. You attend sporadically and do not contribute.
F = No participation. You have exceeded the maximum number of allowed unexcused absences:
    3 consecutive consecutive class sessions, or 6 class sessions in total throughout the semester
    (see the Class Attendance Policy section of the Undergraduate Bulletin.

Citation: Language and content of the participation rubric blatantly stolen from here.

Grading Rubric for Online Discussion

There are 3 broad types of contributions to a course discussion:

  1. Student-Content
    • Post a few salient sentences on the topic;
    • Link posts to course theories, lectures or texts (synthesis & analysis);
    • Cite new or existing sources (not just your opinion) whenever possible.
  2. Student-Student
    • Draw out a colleague’s assumptions through probing follow up queries;
    • Dispute positions with which you do not agree;
    • Defend your position.
  3. Student-Group
    • Provoke thought (not emotions) about a new idea or issue;
    • Contribute to the civil discourse or edification of the class;
    • Encourage participation of others.
A = High quality post/comment; using all aspects of a type.
B = Good quality post/comment; using 2 of 3 aspects of a type.
C = Average quality post/comment; using 1 aspect of a type.
D = Poor quality post/comment.
F = Not participating at all.

Citation: Language and content of the online discussion rubric modified from here.