No Zero Policy
In most schools in many states, teachers and parents consider a grade of zero acceptable for incomplete homework. It is common for teachers to give zeros for late or slacked off assignments. Unfortunately, few teachers or parents question the usefulness of the consequence, and students continue to reap the consequences without benefit. Giving zeros as an punished measurement produces failure rather than performance. Administrators conjure up the fact that raising questions about grading procedures could induce powerful emotional responses from all the teachers. Even when school policies exist, teachers often deviate from the prescribed standard to reflect the teacher's personal preferences for evaluating students. Grading policies usually develop from teachers' personal school experiences without questioning or considering the validity of the process. Most teachers agree that grades are a measurement of learning and should reflect the effort of the student rather than the knowledge. However, many grading policies promise zeros for things like not doing homework, having incomplete or late assignments, being tardy, coming to class without books, chewing gum, or failing to follow through with any other required classroom rules. Unfortunately, many teachers combine behavior issues with a students' academic measurement. Giving zeros for behavior issues is an inaccurate reflection of the student's academic performance. Academic measurement should only measure learning. A zero is a mathematically imbalanced measurement as the normal grading scale for most school. Conant using the unbalanced tipped scale for certain performance classes. Letter grades usually have a ten point range or less. For instance, A would be 90-100, B is 80-89, C is 70-79, D is 60-69. Using this method, an evaluation for an “F” should be F as 50-59. It is not required for the “F” to carry 59 points (0-59) while all other grades carry 10 points. An “A” averaged with an “F” should...
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