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Dwight is manager, Jim is Assistant to the Regional Manager. They run the employees through a series of tests to determine the most worthy candidate. Jim rigs the tests so that Dwight will name himself his own A. This was our first look at what the new-look show could be. And they nailed it. Dwight accidentally fires a gun in the office, ultimately putting an end to his short-lived reign as manager. The gun shot itself is great, but so is the sometimes-missed act of Dwight handing the gun off to Creed immediately after.

The episode ends with the most senior staff member being named temporary manager. And that staff member? Who else but Creed. But he does end up keeping one, by promising they would never have to deal with Deangelo again. Michael tries to fit in all his goodbyes, including spending a loooooong time trying to hit a no-look shot on the warehouse basketball hoop. We get a very touching goodbye scene between Michael and Pam.

But it was very sweet and touching, a great sendoff for both Michael Scott and Steve Carell. Jan comes in with an expensive, top-of-the-line stroller, and Dwight takes it out to test throughout the day.

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Jim and Karen take a call from Wallace, inviting them to also interview for the position. Pam does the coal walk and then gives an emotional speech, mostly directed to Jim. It was great seeing her have a moment like that, really standing strong and owning it. Andy goes with Michael and blows the sale, all while trying to ingratiate himself with Michael. Jim and Dwight are together and crush their sales call. Earlier in the episode, Dwight had gone to corporate to drop off some tax forms Angela forgot to mail.

Knowing the history between Michael and Dwight, Andy informs Michael of this. Sure it has some slower, awkward parts. He is helped by Michael and Jim. Michael makes up a fake story about everyone getting raises. Dwight then follows by describing a fake car accident, finishing by saying there are no raises. Jim makes a Jim move and gives Dwight tips based on speeches made by Italian dictator Benito Mussolini. At the same time Kevin is awaiting test results to find out whether or not he has skin cancer.

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Clearly, of students, i was the only one who did anything on that last homework set. The prof was attempting to test for competence. I was attempting to achieve competence. My main complaint was that twice as much homework was assigned as was needed. It was a difficult class. Most students failed it. One way to improve it would be to split the two courses into three. This prof didn't want to fail everyone. He changed the passing grade twice - making it easier each time. He had tons of open office hours.

Videos of lectures. Past problems as examples completed. Failure was part of school. At the start, i was told that only one in three would graduate. It turned out to be one in four. And these kids were really smart. Many smarter than me didn't make it.

IMO, the only way to test for competence is the Turing Test. If you're competent, you interview each candidate. Nothing less will do. It's considered impractical, except for very small classes. Even there, it's rarely done. But as a parent, i can do it for my kid. So the moral is: Trick Student Y into thinking he has a chance to pass, causing him to put more effort into the second half of the semester -- then flunk him anyway. That just proves how dumb you are! I mean, it's like matching funds in your k.


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Why not take advantage? The parts of teaching or trying to teach that I miss least are trying to write exam questions that have relevance to the subject and can be answered by most students, and then grading the papers, and at the end of the semester converting all the numerical grades into letter grades. Of course, with more effort and better judgment in writing exams I probably could have made my grades come out close to a percentage scale. I have been retired for 8 years, and I do not miss any part of the grading problems. The problems with trying to force grades into a rigid percentage scheme are well discussed above.

But if letter grades are used during a semester, why not average them using a GPA system? Something about the whole "controversy", if it truly exists, seems rather silly to me. I could be reading it incorrectly, but I gather that the issue is about how to average letter grades after the percentage-data has been thrown out.

If that's the case, then assigning A,B,C,D,and F the numbers , 90, 80, 70, and 60 is mathematically equivalent to assigning them the numbers 4, 3, 2, 1, 0 which is what's done with gpa.


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  • The whole "no effort gets you half way" is a stupid, stupid non-issue. In any case, there's no real reason to throw out percentage grades and use letter grades to do averaging, unless you're comparing different classes which have different grading distributions and scales. If all teachers are forced to use the same grading scale as seems to be the case here , there's just no point, except to reduce data quality. All of these are usually averaged over. The conversion of percentages to grades is somewhat arbitrary at times.

    Here in France we use a variant of percentage grading: the students simply have a score out of 20 points, and they need to have at least 10 to pass their exam. This may vary depending on exams, sometimes the total is not 20, or the required average is higher than 10, but reducing to 20 points is the first thing anybody does.

    For one thing, this makes it ridiculously easy to calculate ponderated averages even a majority of math students understands how to do it! He is wrong. This is basic probability. The probability of x successes in n trials is nCx px qn-x where p and q are the probabilities of success and failure respectively.

    I like the way Matthias described how Germany works. It is my understanding that the goal sought in the USA Today article was to find a means to allow a student to improve his course grade when he has failed an exam or not completed the exam and received a 0.

    Germany's solution of not including failed exams in the student's average score, but also forcing a student to pass a minimum percentage of exams seems to address this problem. Although I suppose it is then possible for a student to fail an exam and get a better course grade than a student that didn't fail any exams. Perhaps the letter grade gave you some useful feedback, but I'm thinking from the point of view of the next class that you take.

    How much does the letter grade mean to the teacher of that class? I claim not much. If you know that someone got a C in a mathematics course, it could mean that the student was careless and made a lot of mistakes, or it could mean that there were key concepts that he completely doesn't understand.

    How you teach that student is vastly different in those two cases, and the difference is not reflected at all in the grade whether numeric or letter grade. Give the one student a pass on one, and a fail on the other. Give the other student a pass on both. I guess this would be a good time to describe the system that was used in Norway, and the other system which is used now.

    Up until we used a grading system from 6. And it was nice to know that if you got a 4. I think most people felt that this was a nice system, easily converted to per cent, and easy to explain to others. But then some bright person found out that we should have a grading system that was more international. Yes, we got an E also. Another point with the new grading was that instead of 40 different grades on the old 1. This might make it easier to get an overview of the grades. But the new system didn't make it more international. I don't think there's any country that has the same grading that we have.

    And the inclusion of an E creates confusion when we compare our grades to grades in USA. For us a C is an average and better grade, and nothing to be ashamed of. In theory our A is actually better than an A in the US. Yes, it's basic probability. Try plugging in actual numbers and see what your formulas tell you. I see grades as being fundamentally feedback to the student about how they're doing.

    The main purpose of giving a grade isn't for the current instructor to provide information to the next instructor, but for the instructor to provide information to the student. When I've taught, I've found students past grades to be utterly irrelevant. The things that I, as an instructor, am interested in about my students can't be communicated by a single numeric value or letter grade. It doesn't matter what grading system you use: as an instructor, past grades provide me with virtually no useful information about the student.

    On the other hand, as a student, seeing my grades on tests and assignments provided me with tons of valuable information. Mark writes: When I've taught, I've found students past grades to be utterly irrelevant. Then I think we are in agreement about the uselessness of grades for this purpose. But past grades are certainly used to determine what courses a student must or is allowed to take next.

    So I'm suggesting using something else for that purpose.

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    As an instructor, you have to assume something about what your students already understand. You can't start from scratch and reteach counting and addition. Does a multiple choice test with negative marking have a hidden baseline? What are the statistical benefits and problems with such tests? I don't know what you mean by "multiple choice with negative marking" - do you give positive points for correct answers, and negative points for incorrect? Do different wrong answers get different numbers of negative points?

    The problem with hidden baselines comes from averaging scores. If you're averaging two tests, one of which has a hidden baseline of 20 and one with a hidden baseline of 40, the average score isn't being computed in a correct way. In the former case, the student basically got a score 10 points higher than you would expect by random guessing. In the second case, the student got a score 40 points higher than you would expect by random guessing.

    The meaningful grades are what you get if you eliminate the baseline. But, here's the real kicker They had what they called "Honors" or "AP" classes. And, they decided that, since these are honors classes and are harder, that for them, and A counts as 5, a B counts as 4, etc. Well, you, the math literate can see what's coming.

    There were a couple of people who had straight As and both took all the honors courses available. But, one of them took fewer courses overall. So, picture this How can you have one student who took more courses and got all As be ranked less than another student who took fewer courses but also got all As. Isn't the former performing better than the latter? We argued until we were blue in the face and they couldn't understand it. They copped out by calling anyone with a grade point average over 4 co-valedictorians. So, they had a bunch of people with straight A's ranked "equally" as valedictorian as someone who got a B.

    The whole discussion seems unlikely. In my experience grading is a great deal more nuanced than this. Individual tests and other work is assigned a numerical score, which can either be qualitative or quantitative in nature, depending on the subject. Some classes further weight the score by the importance of that work to the overall subject. When all scores are collected the possibly weighted scores are summed and a letter grade is assigned as an indicator either of class standing "grading on a curve" or of subject mastery.

    Do you have any idea how much time it takes for me to inculcate in my students and their parents the "good F" versus "bad F" distinction? Mark, yes negative grading was used a couple of times when I was at uni. A correct answer gained you 1 mark. An incorrect answer got you A question left blank got you 0.

    The aim, I believe, was to prevent guesswork. I just wondered how that might show up in a statistical problem with the grades. The answer to the problem of non-zero scores on multiple choice tests is to give not a zero for a wrong answer but a negative number, depending on the number of choices. This is how it is done on the College Board exams. That is, if you showed how you arrived at your answer but made a sign error or some other trivial mistake you could get partial credit.

    Unfortunately, one of the students in a course that I was TAing actually got an F-. All 4 of the exams were 30 multiple choice questions each with 5 possible answers. However, the F- did not have the super fantastical power of negative GPA that you suggest; maybe it's time for another curmudgeonly letter to the editor!

    It is not uncommon to adjust for the baseline problem in multiple choice grading by subtracting an additional fraction of the number wrong, corresponding to the average number of questions that a clueless student would get right by guessing. To take a trivial example, on a true-false test, if the student got 5 questions wrong, there are probably another 5 for which he did not know the answer, but picked the correct answer by chance.

    So you can correct by subtracting an additional 5 points from the grade. Because of this, I've heard students taking tests of this nature advised, "Don't guess, because you are penalized extra for wrong answers. It won't help you or hurt you on the average if you genuinely don't know the answer, but often people know more than they realize, so guessing is likely to be biased toward the correct answer, leaving you with a gain even after subtraction of a penalty based on the assumption of random guessing.

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    And of course, if you can eliminate even one choice on a multiple choice test and there is usually at least one that is utterly crazy , picking one of the remaining choices at random will gain you a fraction of a point on the average. My district just instituted the "no zero" program and it has been a huge headache. All the talk about tests is really missing the point. Where zeros come into play are on work that isn't done. However, not turning homework and such in earns a student a zero. These zeros add up. By the end of the first quarter, a student who hasn't done anything will find it very difficult to pass the semester, which administrators find troubling.

    The idea seems to be that if the student has some hope, they will magically start working. Inevitably, the fact that the students hasn't done a single thing in class to that point, which is how they earned the zeros in the first place, is left out of the discussion until teachers start screaming. As a solution, students at our district get an extra day to turn any assignment in. Then they are given a day to get a note signed by their parent and turn it in. If it still isn't in on day two, they receive a lunch detention. And of course, all of the documentation falls onto the teacher and nobody takes account of the fact that in a class with daily HW like many HS math classes , that student is now half a week behind.

    That said, if you just read, none of the above is even moderately obvious. Not only does the reporter explain the math poorly. They generally fail to explain the process well at all. Not surprising given how little most people outside of education rally know about what goes on in the classroom.

    Teachers typically keep their own records on a scale of Some teachers curve all of the grades upward, so as not to give a student whose raw score was 0 and a student whose raw score was 50 identical grades. In my school, students who do absolutely nothing are far from rare I have students I've never seen in class though they are present in the school. So students who complete assignments and take tests seriously, even though they do poorly, are appreciated and rewarded.

    A student with a grade of 70 for each of the first three terms can be absent for the entire fourth term, get a grade of 50, and pass for the year. But it is not that "[microtopic grading] is probably more work than teachers are willing to do". It is that there are limits to how much a mandated course of algebra 1, for example, with a mandated textbook and a mandated schedule, can be made to resemble 5th grade for woefully unprepared students.

    Teachers are already working hour weeks, trying to maintain some semblance of order and progression in the midst of chronic absences and apathy. Some teachers enter their raw scores into the system, converting the grades that are below 50 to 50 and leaving the others alone. In my school, students who do absolutely nothing are far from rare. So students who attempt assignments and take tests seriously, even though they do poorly, are appreciated and rewarded. I think that the issue of assigning negative points for a wrong answer in a multiple choice test can be understood by proposing an example.