Can you explain the instructions?

[downer]

It is always good to emphasize that a grade can go down with a regrade.

[FishProf]

So what did you say to him?

Pick any other grade you like.

[the_geneticist]

Last week a student complained that I was too harsh when I graded hu's paper and asked for a regrade! The student had earned an A on the paper.

Maybe they want an A+?  Or an A with no comments showing areas for improvement?

[apl68]

So what did you say to him?

Pick any other grade you like.

115% ?

[FishProf]

So what did you say to him?

Pick any other grade you like.

115% ?

Grade, not score.

[the_geneticist]

So what did you say to him?

Pick any other grade you like.

115% ?

Grade, not score.

A+++++

[FishProf]

That isn't a grade at my school.

If your school has A+, that is what the student is seeking.

[Puget]

That isn't a grade at my school.

If your school has A+, that is what the student is seeking.

We can give an A+, but it is still only worth 4.0 GPA points, so it doesn't change their GPA vs. an A. They want them anyway.

[darkstarrynight]

I told the student that I offered a lot of resources and support in advance of the deadline (willingness to look at drafts before deadline, sample paper in required format to type over). The comments I provided on the paper should help the student improve for the next assignment, so I anticipate the student will continue to maintain an A in the course. Also, the course is based on points, so out of a possible 250 for the entire semester, the student lost 4 points, which is not a big deal. I received a reply thanking me for the feedback I provided on the submission, but the student was the only person that did not speak at all in class this week, which is unusual.

[Caracal]

I told the student that I offered a lot of resources and support in advance of the deadline (willingness to look at drafts before deadline, sample paper in required format to type over). The comments I provided on the paper should help the student improve for the next assignment, so I anticipate the student will continue to maintain an A in the course. Also, the course is based on points, so out of a possible 250 for the entire semester, the student lost 4 points, which is not a big deal. I received a reply thanking me for the feedback I provided on the submission, but the student was the only person that did not speak at all in class this week, which is unusual.

Hmm, is this student a major? Is this an intro course? I wonder if the student is having trouble understanding the difference between an essay and an exam.

[darkstarrynight]

I told the student that I offered a lot of resources and support in advance of the deadline (willingness to look at drafts before deadline, sample paper in required format to type over). The comments I provided on the paper should help the student improve for the next assignment, so I anticipate the student will continue to maintain an A in the course. Also, the course is based on points, so out of a possible 250 for the entire semester, the student lost 4 points, which is not a big deal. I received a reply thanking me for the feedback I provided on the submission, but the student was the only person that did not speak at all in class this week, which is unusual.

Hmm, is this student a major? Is this an intro course? I wonder if the student is having trouble understanding the difference between an essay and an exam.

It is a freshman honors seminar, and students are in a variety of majors across colleges.

[onthefringe]

That isn't a grade at my school.

If your school has A+, that is what the student is seeking.

We can give an A+, but it is still only worth 4.0 GPA points, so it doesn't change their GPA vs. an A. They want them anyway.

Award the A+ with garlands (originally from the NYT but not behind paywall at the first link...)

[Parasaurolophus]

I stick to percentages, even though marks are ultimately expressed in letters.

And I use the full range of natural numbers available to me. I'm not shy about giving 100 to written work that does everything I'm looking for, and does it well. Nor am I shy about giving 0s, or 20, or 30. An F is an F, but some Fs are closer to yhe mark than others.

[Caracal]

I told the student that I offered a lot of resources and support in advance of the deadline (willingness to look at drafts before deadline, sample paper in required format to type over). The comments I provided on the paper should help the student improve for the next assignment, so I anticipate the student will continue to maintain an A in the course. Also, the course is based on points, so out of a possible 250 for the entire semester, the student lost 4 points, which is not a big deal. I received a reply thanking me for the feedback I provided on the submission, but the student was the only person that did not speak at all in class this week, which is unusual.

Hmm, is this student a major? Is this an intro course? I wonder if the student is having trouble understanding the difference between an essay and an exam.

It is a freshman honors seminar, and students are in a variety of majors across colleges.

Oh yeah. I think this is just a student who needs to understand how college writing assignments are graded.

[Caracal]

I stick to percentages, even though marks are ultimately expressed in letters.

And I use the full range of natural numbers available to me. I'm not shy about giving 100 to written work that does everything I'm looking for, and does it well.

I don't think this is important, but if I'm giving myself 100 points to work with, I feel like I might as well reserve the last couple of points for truly exceptional work. Not that these kinds of distinctions have any practical importance. My school doesn't even have + and - grades so students getting 97s are almost certainly going to get As in the course.