Several have posted asking about the online MBA program at Texas A & M Commerce. I have just completed my first semester with them and was pleased overall. None of the exams were proctored and I felt that the professors truly cared about the students. I did encounter a grading curve in one of the courses that I am having a major problem with and I am wondering if anyone else has any experience with it. The course was in Management Skills Development and consisted of us writing a case analysis and chapter summary every week. We also had a personal development plan to write which was quite a large project. There were no tests/exams. He graded on what he called a "graduate grading curve" - which dictated that the top 40% of the students would get an "A", the next 50% a "B" and the last 10% a "C" or lower. At no time during the course did we ever truly know where we stood as far as grades were concerned. I ended up with a 94.31 average which would normally be an "A". The university is on the 10-point grading scale. Well, as it turns out - I only got a "B". The cutoff score for an "A" was 97%!!!! It is difficult to imagine that 40% of the class had final averages of 97% and above in a class of over 40 students, but apparently they did. The worst part of this weird grading curve is that he offered extra credit points to anyone who completed the last several assignments before December 1. He did not offer this extra credit until the first week of November. It was for his convenience as he was going to be traveling. I personally did not have time to do the assignments early, so I did not earn the extra credit points. I felt that with an average in the mid-90s, I really didn't need the points anyway. Of course, there was always that chance that the rest of the entire class would turn them in early and put me at a disadvantage. Based on so many scoring 97% and above, I have to assume that most of them turned in the assignments early and got the extra points. I'm out of my mind over this - I worked so hard all semester and really feel that I deserve an "A". The professor was actually very picky in his grading, so I'm floored that so many others scored so high. For instance, our weekly papers could not be over 300 words or else he docked us points. He also lowered my grade once by over 7%, because I mispelled MANAGER. I spelled it manger (as in where Jesus was born) by mistake. I really feel that the extra credit thing that he did rewarded those who turned in those last assignments early and punished those of us who didn't. This seems extremely unfair to me. Anyone ever experience this type of grading curve before??
I always had good experience with the "graduate grading curve" University Of North Alabama uses. I am planning to transfer to Texas A&M next semester. Thats a good caution (to turn in the papers ASAP). I think the practice is not fair. How are the exams conducted? online? timed?
My first experience with a grading curve was at UW-Madison (about 25 years ago) I had classes with med students who could afford to audit the classes before taking them for credit. Not a pleasant experience. Some questions to contemplate: Does the grad catalog stipulate the grading methodology and scoring? Did the professor or course syllabus stipulate the grading methodology and scoring? Did the professor follow these guidelines? Have you discussed your concerns with the professor? Can you do any extra credit now to boost your grade? Kevin
I've never heard of a "graduate grading curve" before. On one of my classes at OLLU, the scale was: 92% and above = A, 85-91.9% = B, 84.9% and below = C.
"None of the exams were proctored and I felt that the professors truly cared about the students. ... There were no tests/exams... the top 40% of the students would get an "A", the next 50% a "B" and the last 10% a "C" or lower. .. I ended up with a 94.31 average which would normally be an "A". Well, as it turns out - I only got a "B". The cutoff score for an "A" was 97%!!!! It is difficult to imagine that 40% of the class had final averages of 97% and above in a class of over 40 students, but apparently they did. " And on another thread people are complaining about a college that gives 60 per cent for 'effort' and 40 per cent for 'merit', which they call 'dumbing down'. On that basis we have a clear case of 'dumbing up'! I am sure you would believe that the 'professors truly cared about the students'! But did they care about academic standards? A score of 97 per cent for 40 per cent of the students is too ridiclous to imagine let alone apply. And even the complaint that you only got '94.31 per cent' is ridiculous - stand back and think about it for a moment. These kind of results ('unproctored' you say - is there a connection?) are laughable, except they occur in the land with the world's top universities (and the most degree mills). Reminds me of the old Soviet election results that showed that 98 per cent all voted for the communist candidate ... only fools believed this lie. Against my better judgement I am slowly coming to believe that the USA is really a different world to where the rest of us live. If this is the 'American century' I worry for the rest of us in this one and for the people in the century after this one.
I feel sorry for the poor soul who probably earned a 90% or 89%, and gets a C, or worse, ends up failing and having to retake the class. There are a few courses at UF with this grading curve. I used to think they were used in only "weed out" courses, but then the courses I've found that use this curve are usually silly, none essential courses to what the major requires. (Sort of like telling an MD he can't be a doctor because he failed an art class.) Also, I'm just curious, but was your professor Indian? I don't know why, but almost every class that I came accross with this type of curve, the professor was Indian. Maybe it is common in the Indian system?
Re: Re: "Graduate Grading Curve" I think Indian system is similar to one Professor Kennedy is talking about. India was under imperial rule for almost 200 yrs.
I guess I should clarify on the comment about "no proctored exams". In my other courses, we actually had to take exams, but this one particular course did not have any.
Carla...I was in the class with you I'm following your emails and now your postings with amusement. It was clear how Dr. C was grading. He gave each of the students in the class the same opportunity to get extra credit...with the same amount of notice. I ended up with a 97.3 before the extra credit. I wasn't sure that was good enough for an A, so I took advantage of the offer for extra credit. I ended up with a 99 average. I don't understand what you are trying to prove. You knew the grading methodology, you took your chances with a mid 90's grade thinking it was good enough. It appears others with close to the same grade weren't as confident as you were....took advantage of his offer and possibly ended up with an A Interestingly enough, you say the professional development plan was quite a bit of work? and the weekly assignments were graded harshly? I disagree on both counts. This was my first graduate class after returning to school from a 10 year hiatus. I was prepared to spend 10-20 hours a week. I ended up spending 2-3 hours a week and approx 10 hours on the PDP. I'm now in a mini-winter that is killing me...(20-30 hours per week) I dont think an A is forthcoming in this class.. regards John C
Interesting replies JC...glad to see you took a 10yr hiatus and returned smarter than everyone else. Good luck in your future endeavors. W Parker
American educational standards have gone down the hopper. When I went to graduate school 12 years ago it was a challenge. When I went 2 years ago it was nonsense. They will let any warm body into a state school graduate program these days. If you manage not to die in the interim you graduate. 90% of students getting an A or B. That is patently absurd. This is the most appropriate way to calculate grades it ;takes into consideration the failures of the teacher (me) and the failures of the students. I cannot in good conscience give everyone a B if I did not teach the material well enough so that students could get 100% then it is my failure. Taking points for simple non-repetative spelling errors is nonsense. I want my students to learn the concepts, mechanics, and theories. I assume they have learned to spell in the lower grades. Unfortunately most of my assumptions have been disproved - at least in the last 12 years.
John, I totally agree with you that we knew ahead of time about his grading method; however, I have issue with the extra credit. I most likely would still not get an "A" even if I had done the extra credit, but it is the principle of the issue. If he had told us on the first day of class that we could earn extra credit by turning in the last two assignments early, I would've planned my workload accordingly. I took 4 courses this semester and only decided to keep all four after carefully evaluating the requirements of each course with my personal life to make sure I could handle it. By adding the extra credit so late in the semester, we did not have time to plan for it and those who were only taking one course or those who do not work or whatever would automatically have an advantage over those with tight schedules. I am a college instructor myself and I find this to be unacceptable professionally. At any rate, it's nice to know that you find me amusing.
Grades and Grading This might be off-topic a little, but grades and grading are extremely controversial -- not unlike accreditation standards. Some professors take Cs as "average" literally, meaning the bulk of their class gets a C. I can tell you for sure that the most meaningful, beneficial course I ever took via distance education was one in which I earned a C. The class was loaded with sharp people and the professor held us all to very high standards. I'm not the least bit ashamed of my C. Conversely, in other courses, I have lots of As in which I learned almost nothing.
Seems like he was a "numbers man", that is, so many get A's B's & C's. Instead of critically evaluating a student on an individual basis, he seemingly was more concerned in maintaining a status quo! Essentially he was focused on himself and his career by ensuring he remained well underneath the radar screen of other faculty memebers or administration who may raise an eyebrow or two over liberal use of too many A's or B's! Go to: www.ratemyprofessor.com and see if he has ever had B.S. called on him in the past over something like this! I find it very useful and select my courses based on what students say...not those evaluation forms you fill out; never see the results and the university evaluates. The universities have too many other agendas why they would keep somebody like a "numbers man" on board. Many of these types advocate the necessary freedom to grade accordingly; problem is, trying identify when true academic concerns by an instructor are distinct and seperate and not merged within Machiavellian characteristics of simply attepmting to engender themselves among their academic peers. Yep, Go to www.ratemyprofessor.com; never take a class without it! Hope this helps, Gavin
