Chapter twelve of Fair Isn’t Always Equal talks about grading scales. It contains a comparison between several popular and widely-used grading scales, including the letters (A, B, C, etc.), the 100-point scale, and the 4-point scale. The author seems to be on the side of the 4-point scale, along with other scales that are similarly small. The argument is that a smaller grading scale allows the focus to be taken off grades and put where it should be: on learning. I agree with this. The important thing a student should be looking for shouldn’t be the number we decide to attach to their work. What they should care about is the feedback we give them in order to continue their learning. In addition, on a purely functional level, it seems like it’s much easier to be consistent with a 4-point scale.
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