Grading Criteria

Grades serve two purposes. First, they reflect the extent to which you have mastered the material. In other words, they indicate how much you have learned. Second, they also serve to motivate students. Good grades say, "Keep up the good work!" Conversely, poor grades ought to prod students to learn from their mistakes and try harder next time.

As everyone ought to know, grades are both subjective and relative. When I read your assignment, I compare it to the wide spectrum of undergraduate work I have seen over the course of my career—and ten years of experience has given me a pretty good idea of what undergraduates can do. The grade I assign you lets you know where your work fits on that spectrum. At the same time, I try to take into account the specific circumstances associated with the course. Is it a lower- or upper-division course? Was the assignment particularly easy or difficult?

Below, I have attempted to provide some insight into how I grade by describing the level of achievement that corresponds with each grade.

Grading Class Participation

A: You do not miss class, and you consistently make excellent contributions to class discussion.

B: You miss class infrequently, and you participate in class discussion on the majority of occasions you do attend.

C: You do not miss class, but you never say anything OR you miss class frequently, but you contribute to class discussion most of the time when you do manage to attend.

D: You miss class frequently, and you never say anything when you do attend.

F: You miss a majority of classes, and you never say anything when you show up.

Note: I will also penalize your class discussion grade if you are disruptive in class or engage in inappropriate behavior (e.g., rudeness, chatting with your neighbors, treating other students with disrespect, reading the newspaper, etc.).