Bev,
I certainly agree with your point on the statistical aspect of these grades.
I think you are making the same point I have when I perform a job evaluation
under a point system. The process ends up with a sharply defined value being
assigned (425) that places the job in a specific grade(based on a range of
points: 375-500). I think the job could be plus or minus one grade,
depending on where it falls in the range. Job grading is not a precise
science, any more than is student grading.
Gregg
In a message dated 97-01-15 09:30:39 EST, you write:
> i'm not advocating that we give up numerical grading when it seems
> appropriate, or that we let the students decide when they've had enough.
it
> just seems important to me to be aware that when we start doing statistics
> on classroom grades, that we remember that we've set up the entire
> assumptive framework and that therefore any stats may have the most
meaning
> in evaluating one's own teaching, rather than the class.
>
> btw, when i read your comment below, i first thought with glee of students
> staying around long after the course was finished, signing up for another
> semester, eager to hear more knowledge from the instructor...so you can
see
> that my orientation is somewhat idealistic!
>