Difference between revisions of "Evaluation System by Letter"
(→Grade: A / Range: 96-100) |
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==What Each Grade Represents?== | ==What Each Grade Represents?== | ||
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===Grade: A=== | ===Grade: A=== | ||
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===Grade: B / Range: 81-85=== | ===Grade: B / Range: 81-85=== | ||
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* 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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===Grade: C / Range: 66-70=== | ===Grade: C / Range: 66-70=== | ||
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* 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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* There is little evidence that the student is genuinely engaged in the task of taking charge of his or her thinking. Many assignments appear to have been done pro forma, the student simply going through the motions without really putting any significant effort into thinking his or her way through them. | * There is little evidence that the student is genuinely engaged in the task of taking charge of his or her thinking. Many assignments appear to have been done pro forma, the student simply going through the motions without really putting any significant effort into thinking his or her way through them. | ||
* Consequently, the student is not analyzing issues clearly, not formulating information clearly, not accurately distinguishing the relevant from the irrelevant, not identifying key questionable assumptions, not clarifying key concepts, not identifying relevant competing points of view, not reasoning carefully from clearly stated premises, or tracing implications and consequences. | * Consequently, the student is not analyzing issues clearly, not formulating information clearly, not accurately distinguishing the relevant from the irrelevant, not identifying key questionable assumptions, not clarifying key concepts, not identifying relevant competing points of view, not reasoning carefully from clearly stated premises, or tracing implications and consequences. | ||
− | * The students work does not display | + | * The students work does not display discernible reasoning and problem-solving skills. |
Here are typical characteristics of the work of a student who receives an F. A close examination reveals:
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