Grade Calculator By ILoveinstaDownloader
Grade Calculator
Use this calculator to find out the grade of a course based on weighted averages.
| Letter Grade | GPA | Percentage |
| A+ | 4.3 | 97-100% |
| A | 4 | 93-96% |
| A- | 3.7 | 90-92% |
| B+ | 3.3 | 87-89% |
| B | 3 | 83-86% |
| B- | 2.7 | 80-82% |
| C+ | 2.3 | 77-79% |
| C | 2 | 73-76% |
| C- | 1.7 | 70-72% |
| D+ | 1.3 | 67-69% |
| D | 1 | 63-66% |
| D- | 0.7 | 60-62% |
| F | 0 | 0-59% |
Overview of Grading Systems
Over time, there has been a major evolution in the way students are graded. In 1785, Yale University instituted a ranking system in which students were categorized into higher-ranking "optimi" and lower-ranking "inferiore" and "pejores." Students at the College of William & Mary were categorized as either No. 1 or No. 2, where No. 1 denoted the highest achievers and No. 2 those who paid attention and maintained order. In the past, Harvard used a numerical grading system with scores ranging from 1 to 200 and divisions for various disciplines. Harvard switched to a class-based system by 1883, designating students as belonging to Class I through Class V, with Class V representing poor marks. These illustrations show how grading procedures vary widely throughout schools and are subjective. This emphasizes the need for a more consistent approach, even if the system is still subjective.
The first college to employ a letter grading system resembling the one in use today was Mount Holyoke College in 1887. At first, there were six grades on this scale: A, B, C, D, and E, with E denoting a failing grade. Afterwards, a failing grade of F was added to the list of grades below 75% that were previously deemed failing. The commonly used grading scales that are in use today originated from the widespread use of letter grades in educational institutions. However, there is a great deal of diversity in terms of what an A is and how pluses and minuses (like A+ or B-) are used.
Alternative Evaluation Methods
Even though letter grades offer a simple means of summarizing a student's performance, they might not adequately convey the subtleties of evaluations, especially for subjective assignments like written papers. Some educators contend that thorough written feedback would be preferable, but instructors frequently don't have the time to offer in-depth discussion, and parents and students might not take the time to read these exams.
One noteworthy substitute is the arts-focused Saint Ann's School in New York City, which does not employ letter grades. Rather than focusing on achieving particular grades, teachers provide narrative reports for every student, emphasizing learning and development. Despite being more successful in encouraging student growth, this method is still uncommon in American schools. There is currently debate on the scalability of such individualized evaluation systems in larger university settings.
Despite the presence of schools that use high -quality evaluation methods, the letters assessment system continues to dominate its simplicity and practicality.
Many teachers seek to develop an environment where grades are not the only motivation factor for students.
A hybrid approach combining both letter grades and qualitative assessments may offer a balanced solution that allows for standardized assessment while promoting a deeper focus on learning.
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