Grading
THE LAB portion of this class, which is 20% of your total class grade, operates on a simple 0-100% scale. You will have three lab practicums (exams), each worth 100 points, and your combined scores will be your lab grade. To pass the course, all students must pass the lab section with at least a 60% average on the lab practicums.
THE LECTURE portion of this class, which is 80% of your total grade, uses a “specification grading” system. This means I have assigned grade levels to the skills and knowledge that a student should posses at the end of the semester. You get to chose which of those skills and knowledge “bundles” you wish to master. For example, to receive a D in this class, you need to master the most basic learning outcomes, the core, critical material of Biological Anthropology. To receive a C, you need to master those basic outcomes, but also increase your depth and breadth of knowledge.
In practical terms, this means that you only need to complete the requirements for the grade you choose. If for some reason you only want a D in the class (you’re busy, you don’t like the topic, you just need to finish the requirement, etc.), then you only need to complete the requirements for a D. In other words, fewer -- and easier -- assignments. Higher grades, obviously, require more and harder work to show mastery of more -- and more difficult -- concepts and skills.
You must meet all the requirements for the grade you want. If you miss any of them, you will be dropped down a grade. This may seem “picky”, but it is essential that there are clear guidelines and that they be followed exactly. Most classwork will receive a completion grade only. In other words, there is no partial credit. You either met the requirements for mastery of the outcome, or you did not.
Confused? It's normal to find this confusing at first. Most classes give partial credit for student work, no matter how poorly the student understood the material. So, someone could pass a class at the D level by learning enough material to pass most of the exams but never truly understand some of the core information. A mastery or specifications-type grading system is different. Students with lower grades have mastered the core material. Students with higher grades have master more material. The easiest example to understand might be my high school chemistry class: there were a number of self-paced units, each with associated lab work, homework, and an exam. You had to pass the exam with at least a C to move on to the next unit. Your final grade was entirely dependent on how many exams/units you passed, not on your percentage grade on the exam. If you only did a couple units, you'd fail. If you did ten or more, you'd get an A. Since the first units covered very basic material and the later units covered more complex material, if a student got a D that meant they had mastered only the basic concepts, while an A reflected mastery of more advanced material. Although this class is not self-paced, and every student has to complete some aspect of the three course units, this example may be helpful in understanding the difference between a percentage-based grading system and a mastery-based grading system.
We will use a token system to help you reach your goals. Every student starts the semester with three tokens. Tokens can be cashed in for the chance to revise a failed assignment, to re-take an exam, or for a 24-hour deadline extension on an assignment. Students can earn more tokens through class attendance and participation. For every five in-class activities where you fully participate (meaning arriving prepared and on time), you will receive another token. Also, there will be periodic opportunities to earn tokens through extra-curricular activities or assignments. Note that there is no extra credit in this class, since the token system allows you to raise your grade by showing mastery of the material. Tokens can only be used to make up an exam or assignment before the make-up deadline for that unit, which is clearly listed on the class schedule.
REQUIREMENTS FOR EACH GRADE LEVEL IN THE LECTURE PORTION OF THE CLASS:
To earn a D, a student must show mastery of the concepts in all "Comprehension Checks". These are short (one- or two-paragraph) essays asking for definitions and examples -- or applications -- of basic class concepts. They are assigned every other week on the class Moodle site.
To earn a C, a student must pass the requirements for a D, as well as answer 80% of questions correctly on all five "Basic Knowledge Checks". These are computer-generated multiple-choice exams, for which you will get the questions ahead of time.
To earn a B, a student must pass the requirements for a D and a C, as well as achieve an 80% on three midterms. The midterms are also computer-generated exams for which you will have the questions ahead of time, but they include essay questions and require skill application (like correctly calculating and interpreting Hardy-Weinberg, or pedigree analysis, or reading a cline map, etc.).
To earn an A, a student must pass the requirements for a D, C, and B, as well as show mastery of the concepts in all "Mastery Essays". Like Comprehension Checks, Mastery Essays are relatively short (1-2 page) essays assigned every other week. Unlike Comprehension Checks, Mastery Essays move beyond defining or giving examples of class concepts and instead require students to grapple with more complex topics (for example: "In his book, Jonathan Marks claims there is no such thing as a value-neutral primate taxonomy. What does he mean by that? Do you agree or not? Why?").
Why Are You Doing this to Us?!
Why not have a "normal" grading system?
This system maintains higher academic rigor. Each grade means something specific, in terms of knowledge and skills mastered. It's not possible to pass without mastering basic concepts.
I want to help students pass the class without sacrificing academic rigor. This class has a high failure rate (usually at least 15%). My hope is that this grading system will help struggling students to pass the course by letting them focus on the most important concepts
I want more students to get As in this class. The number of As given in this class was usually pretty low (usually around 10%). Again, without sacrificing academic rigor, I want to provide a blueprint for students who want to get top grades in this class.
This system gives students more flexibility and control over their grades. You can choose what path to pursue, based on your own cost-benefit analysis.