Grading on a curve is like a distributed system: the success/failure of a student you didn't even know existed can render your own grade unstable. (Seeing a kid's friend losing honors because some other student's parents moved out of town!) Yet another reason to not like it.
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@shriramk
I only grade on cubic curves; any four students' grades are sufficient to determine the grade of the whole class.
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@shriramk When I taught, I told my students that there was a certain amount of stuff I expected them to learn; if they all completely mastered it, I would be happy to give all A. But if the class did much worse than I expected, I would grade on a curve, figuring that I might have taught poorly. So no one’s grade would be made worse by the curve, but might be made better.
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@UweHalfHand Yep, that is very, very similar to my policy. You earn the grade your performance dictates, BUT I will look at relative performance (on a per-assignment basis) to see how to weight things, in case I screwed up something.
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@shriramk I think not grading on a curve assumes a professor's perfection -- a perfection I never achieved in a couple decades of teaching.
Maybe the problem is how to adjust for kids no longer in the class?
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@markh Sorry, I really do not understand why not grading on a curve assumes "perfection". Maybe we have different interpretations for what "grading on a curve means" (though just as possibly, for what grades mean). What does "grading on a curve" mean to you?
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