For example, an A in an easier class will be graded as a 4. To understand the differences between cumulative GPA and overall GPA, you must first know that they both refer to the average grades of a student.
Questioning the Two-Hour Rule for Studying
The difference is that the cumulative GPA covers shorter periods, like a term or a semester. The overall GPA refers to the average grades obtained by a student throughout his entire academic experience. This means it includes grades from all terms and semesters. But, on the other hand, if you continue to exceed in your courses, and you happen to slip in your 3rd year with a less-than-average grade, your GPA will not be severely damaged.
So, we will often recommend - especially for first-time college students — take entry-level, easier classes at the beginning of your degree programme, during your first year, so that you have a better chance of starting with a higher GPA. Your GPA will change and vary throughout the years; but having in mind what your GPA is every semester will give you a good indication of how well you are doing in your courses overall and, perhaps, whether you need to improve.
Here are a few examples:. So, in many ways, your GPA is the key used to unlock other exciting things during your study. Organizations, scholarship committees, clubs, and universities want high-achieving, hard-working students; and so they want someone with a high GPA. It may seem unfair that, during your time at university, they appear to only care about one number, rather than other achievements that you may have during your academic career.
Several students feel that, while their grades may be less-than-perfect, they still feel they are hard-working, ambitious students. Just because you have a low GPA does not mean that you are unintelligent, or that you are not a hard-working student. Whatever the case is, your GPA is not an indication of your worth as a student or whether you are smart enough for college.
You can find a lot of good universities offering online Masters that accept a wide range of GPAs. Find the right programme from this list of universities:. Employers and universities know this fact. You will also submit resumes, CVs, recommendations, writing samples, and test scores — other ways of showing and outlining your achievements and abilities as a student. So, if your GPA is low, do not despair. Yes, it will be used a lot during your time at university, and it is important.
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You can apply whenever you want, and it won't cost you anything. Check the available Masters and see which of the degrees match your background and interests. It sounds similar to the scenario where the prof wrongly gives you someone else's raw score for an essay question and bases the grade on that -- surely that's a mechanical error that could be corrected under most of the policies quoted above.
If the professor didn't agree that he must have been looking at a different exam, well, that sounds like a different matter to me, even if on reconsideration the comment in the margin looked erroneous. To the commenters who have a policy of not correcting qualitative errors in grading--have you ever had to have a conversation with a student in which you had to explain to the student that although the mistake was yours, you are not willing to adjust their grade?
I admit my own experience with having been a student in one of those conversations has profoundly impacted my own grading today. Having said this, I have yet to change a student grade because of a qualitative grading error. When I pass back exams, I tell students that I welcome office visits to discuss their grades but warn them upfront that I have a policy of not changing grades unless grading mistakes were clear and unambiguous.
He wrote "do not repeat yourself" in the margin and not only awarded me 0 points for the section but subtracted 2 points for the supposed redundancy error. Like Michael's school, my school's policy for grade appeals involved a faculty committee, and I was advised by a supportive faculty member not on the committee that in general the faculty would be unlikely to override the judgment of a colleague barring truly extraordinary circumstances like, a professor who vindictively gave a student an F. So I decided not to protest further. I would not change a grade if the call were questionable or if a student was merely asking me to rethink a judgment call I made while grading.
But if 2 pages of the exam stuck together so I didn't read one, if I blanked out on my 60th exam and didn't notice the student had discussed a key issue, or if there were some other clear, obvious error that was entirely my fault, I can't see flat-out refusing to change the student's grade.
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Orin, that's one approach. The other is to do what district courts, in combination with appellate courts, do: either describe the case as turning on an essentially unreviewable question of fact, or define the initial scope of discretion sufficiently broadly that only a difficult-to-show abuse of discretion can overturn a decision.
Of course, like you, I take the first approach of simply making sure my grades are highly accurate. I've always wondered what quality-control mechanisms were in place with the registrar. Does the professor or a second person review the grades that are input? Wouldn't it be pretty easy for a typist inputting the letter grades of students to mistakenly read the wrong line, or worse, be bribed?
Many professor don't give back exams, or even have objective criteria for grading, so how would a student even know if the wrong letter was input?
Questioning the Two-Hour Rule for Studying
Allowing students to contest substantive grades will tend to favor those who are the noisiest and make the biggest stink: I don't think law schools should reward that. Of course, that puts a burden on professors to grade as accurately as possible to ensure that the grades are as fair as they can be. This is the policy at our school I think : professors may make grade changes due to ministerial errors typos, adding wrong, etc. All other grade changes must be presented to and approved by the faculty. If the student wants to contest a grade, there is a procedure that I am not entirely familiar with, but a committee of professors and maybe a student hear arguments from both sides, and render a decision.
Your "rule of one" sounds like it could be an interesting compromise. Of course, as you note, such errors are probably rare, so this probably wouldn't be that much of a problem. And, I suppose that we could let that student take the first grade change, and then, if the student uncovers a "worse" error later, the student could forfeit the earlier grade change for the new grade change. I would be in favor of allowing professors to change grades given in genuine mistake with the caveat that no more than 1 such change will be made over the course of the student's law school career.
Given the rarity of such errors, it is extremely unlikely that students will be subject to more than 1 over the course of their law school career. Limiting the changes to 1 solves the problem of students who feel like grades are negotiable and routinely get half their grades changed every semester just by arguing and yes, I did know people like that in law school. I was one of the unfortunate people who did experience an objective qualitative grading error during my time in law school. While I understood his point, as someone who had never before in his entire life, birth through law school, quarreled with any grade before and was only doing so then because the error was flagrant, obvious, and significant, it felt extremely unfair.
Needless to say, now that I'm grading my own exams, I do not share his approach. Email Address:.
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Search Site. Add me to your TypePad People list. Many law schools preclude professors from changing student grades based upon "errors" that those professors made during the grading process. I suspect that there are two main reasons that many law schools generally preclude professors from changing student grades. First, blind grading rules the roost in law school, and if we routinely allowed professors to change grades, it would re-introduce the possibility of biased grading that it was designed to eradicate. Second, law students like to argue. This is why many of them came to law school in the first place.
These are certainly strong reasons to preclude grade changes, but it is no doubt extremely difficult for the professor, and, of course, the student, when the professor has to explain that the student deserved a B but got a C because of a mistake that the professor made. Now, maybe this doesn't happen very often I've only heard of one such case in 1.
But if the problem is more prevalent, what might be a way to allow for the correction of obvious grading mistakes without facilitating the problems addressed above? Freedman hints that there should be "due process in grading" and notes that he uses the following review procedure which apparently his school does not preclude :. The review procedure works as follows. If the student is not persuaded that the grade I have was a fair one, he or she can elect to have the grade reviewed by a committee of three students from the same class.
I pick one of the three committee members, the student picks the second, and those two pick a third.
mayschedimsi.cf I then explain to the committee how I arrived at the grade I gave. The student then explains to the committee why the grade should be higher. The committee then chooses between my grade and the one the student considers appropriate. The committee must choose one of the two; it is not permitted, for example, to split the difference between the two grades. Of course, such a procedure only addresses cases where there is a genuine disagreement between professor and student over grading, not the situation where professor and student agree that there was a grading error.
Professor Freedman found that his procedure did not produce the negative result of students always affirming his grades, but I would have to imagine that students would readily agree to a grade change when both professor and student agree that there was a grading error. Thus, such a procedure in such a circumstance would in effect be the professor changing the grade, which reintroduces the possibility or at least the perception of the possibility of biased grading and if the students rejected the grade change, wouldn't they, in effect, be saying that the professor was biased?
But this seems to me to only be a problem if the student reviewers engage in non-blind grading. In other words, if professor and student agree that there was a grading error, three students could be appointed to review the exam, and they could engage in "blind grading" in that they wouldn't know the student involved, the initial grade, or the proposed new grade. Of course, one might argue that without the input from professor and student that Freedman's procedure provides, the students wouldn't know how to "grade" the exam.
I imagine that the solution would be to give the students 3 exams that received scores 1 about the same as the initial score, 2 about the same as the score the exam "should have gotten" without the error s , and 3 somewhere in between the actual and "deserved" score. Using these guideposts, the students would assign a score to the exam that would or would not change the grade.
Of course, this could be done by another professor as well, under what might be called a professorial second opinion. So, what do readers think? Should law professors be able to change student grades, and if so, under what circumstances?
Related Student Gets Extra Credit From The Professor (M/F and M/M)
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