Difference between revisions of "Evaluation System by Letter"
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==What Each Grade Represents?== | ==What Each Grade Represents?== | ||
− | ===Grade | + | ===Grade A=== |
* A-level work demonstrates real achievement in grasping what critical thinking is, along with the clear development of a range of specific critical thinking skills or abilities. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. | * A-level work demonstrates real achievement in grasping what critical thinking is, along with the clear development of a range of specific critical thinking skills or abilities. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. | ||
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* A-level work displays excellent reasoning and problem-solving skills. The A student's work is consistently at a high level of intellectual excellence. | * A-level work displays excellent reasoning and problem-solving skills. The A student's work is consistently at a high level of intellectual excellence. | ||
− | ===Grade | + | ===Grade B=== |
* B-level work represents demonstrable achievement in grasping what critical thinking is, along with the clear demonstration of a range of specific critical thinking skills or abilities. | * B-level work represents demonstrable achievement in grasping what critical thinking is, along with the clear demonstration of a range of specific critical thinking skills or abilities. | ||
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* The student often analyzes issues clearly and precisely, often formulates information clearly, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, typically uses language in keeping with educated usage, frequently identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. B-level work displays good reasoning and problem-solving skills. | * The student often analyzes issues clearly and precisely, often formulates information clearly, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, typically uses language in keeping with educated usage, frequently identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. B-level work displays good reasoning and problem-solving skills. | ||
− | ===Grade | + | ===Grade C=== |
* C-level work illustrates some but inconsistent achievement in grasping what critical thinking is, along with the development of modest critical thinking skills or abilities. | * C-level work illustrates some but inconsistent achievement in grasping what critical thinking is, along with the development of modest critical thinking skills or abilities. | ||
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* Only on occasion does C-level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C-level work display intellectual discipline and clarity. | * Only on occasion does C-level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C-level work display intellectual discipline and clarity. | ||
− | ===Grade | + | ===Grade F=== |
Here are typical characteristics of the work of a student who receives an F. A close examination reveals: | Here are typical characteristics of the work of a student who receives an F. A close examination reveals: |
Here are typical characteristics of the work of a student who receives an F. A close examination reveals:
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