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Switch between % and letter grades for each assignment
Understanding Grade Calculations and Grading Systems
Standard Letter Grade Equivalents
The calculators above use the following letter grades and their typical corresponding numerical equivalents based on grade points.
| Letter Grade | GPA | Percentage |
|---|---|---|
| A+ | 4.3 | 97-100% |
| A | 4.0 | 93-96% |
| A- | 3.7 | 90-92% |
| B+ | 3.3 | 87-89% |
| B | 3.0 | 83-86% |
| B- | 2.7 | 80-82% |
| C+ | 2.3 | 77-79% |
| C | 2.0 | 73-76% |
| C- | 1.7 | 70-72% |
| D+ | 1.3 | 67-69% |
| D | 1.0 | 63-66% |
| D- | 0.7 | 60-62% |
| F | 0.0 | 0-59% |
Brief History of Different Grading Systems
Early American Academic Ranking (1785)
In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in their class, while No. 2 represented those who were "orderly, correct and attentive."
Meanwhile at Harvard, students were graded based on a numerical system from 1-200 (except for math and philosophy where 1-100 was used). Later, shortly after 1883, Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V, with V representing a failing grade.
Birth of Modern Letter Grading (1887)
In 1887, Mount Holyoke College became the first college to use letter grades similar to those commonly used today. The college used a grading scale with the letters A, B, C, D, and E, where E represented a failing grade. This grading system however, was far stricter than those commonly used today, with a failing grade being defined as anything below 75%.
The college later re-defined their grading system, adding the letter F for a failing grade (still below 75%). This system of using a letter grading scale became increasingly popular within colleges and high schools, eventually leading to the letter grading systems typically used today.
Standardization and Variation
All of these examples show the subjective, arbitrary, and inconsistent nature with which different institutions graded their students, demonstrating the need for a more standardized, albeit equally arbitrary grading system.
However, there is still significant variation regarding what may constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other differences.
An Alternative to the Letter Grading System
Letter grades provide an easy means to generalize a student's performance. They can be more effective than qualitative evaluations in situations where "right" or "wrong" answers can be easily quantified, such as an algebra exam, but alone may not provide a student with enough feedback in regards to an assessment like a written paper (which is much more subjective).
Narrative Assessment Systems
Although a written analysis of each individual student's work may be a more effective form of feedback, there exists the argument that students and parents are unlikely to read the feedback, and that teachers do not have the time to write such an analysis.
There is precedence for this type of evaluation system however, in Saint Ann's School in New York City, an arts-oriented private school that does not have a letter grading system. Instead, teachers write anecdotal reports for each student. This method of evaluation focuses on promoting learning and improvement, rather than the pursuit of a certain letter grade in a course.
Scalability and Implementation Challenges
For better or for worse however, these types of programs constitute a minority in the United States, and though the experience may be better for the student, most institutions still use a fairly standard letter grading system that students will have to adjust to.
The time investment that this type of evaluation method requires of teachers/professors is likely not viable on university campuses with hundreds of students per course. As such, although there are other high schools such as Sanborn High School that approach grading in a more qualitative way, it remains to be seen whether such grading methods can be scalable.
Until then, more generalized forms of grading like the letter grading system are unlikely to be entirely replaced. However, many educators already try to create an environment that limits the role that grades play in motivating students. One could argue that a combination of these two systems would likely be the most realistic, and effective way to provide a more standardized evaluation of students, while promoting learning.
Understanding Weighted Grades
How Weighted Grades Work
Weighted grades assign different levels of importance to various assignments and assessments:
- Final exams typically carry more weight (30-40%)
- Major projects and midterms (20-25% each)
- Regular assignments and quizzes (5-15% each)
- Participation may account for 5-10%
Calculation Formula
Final Grade = Σ(Grade × Weight) ÷ Total Weight
Example:
- Homework: 85% × 20% = 17 points
- Midterm: 90% × 30% = 27 points
- Final: 88% × 50% = 44 points
- Total: (17+27+44) = 88%
Tips for Managing Weighted Grades
- • Prioritize high-weight assignments and exams
- • Use grade planning to set realistic targets
- • Track your progress throughout the semester
- • Focus extra effort on heavily weighted assessments
- • Communicate with instructors about grading policies
- • Calculate "what-if" scenarios for final grades
- • Don't neglect lower-weight assignments completely
- • Plan study time based on assignment weights