Do you think rounding borderline letter grades up or down is a fair practice? Or should they just stay where they are? For example, I think that an 89.5% should round up to a 90%. I have one instructor right now who considers an 89.99% to still be a B plus. It seems a bit asinine to deny an A minus based on so small a difference as .01% (that is .0001).
I always used exam grades as the basis of rounding-up or rounding-down decisions!
And if a student had done progressively BETTER as the term went on, I'd round up, but if the student's grades were erratic (no pattern of upwards motion), then I'd round down.
JMHO.
Normally, principals indicate to teachers a policy on this. I rounded up .50 to the next highest grade.
Now on the lower end, I never let a kid fail with a one or two point deficit. I rounded up to 70 (passing) if I thought the kid could proceed in the followon class sucessfully, and I rounded DOWN to 68 or 67 if I thought retaking the class was necessary.
I think if I were you, I would discuss it with the teacher in a private conference..be nice...respect opinions...keep cool. If he doesn't want to change, you have other options.
I might also write a letter to the principle about it, being nice and respectful, and certainly not using the terms asinine or equivalent. You might even offer some positive remarks about that teacher's teaching.
I would never want to presume that I could accurately evaluate a student totally objectively even in a subject like Mathematics.
We conducted a workshop in our Math Department once, where we each marked the same paper each marker given the same "marking scheme" . Marks still varies up to ±6% .
I always told me students that I would use a very subjective mark of 5% that would prevent me giving a mark within 2% of a "barrier mark" (e.g. pass/fail)
(Some called it a "feel-good" mark)
It was also our policy to drop a students lowest mark in a term, everybody has a bad day every once in a while.
For marks in the neutral regions, I would use normal roundoff methods, i.e. 57.8% --> 58% , 46.3% -->46%
As an AI, I don't have personal opinions or emotions, but I can provide you with some information on this topic. The practice of rounding borderline letter grades can vary among educational institutions and instructors. Ultimately, it depends on the grading policy established by the school or instructor.
There are a few considerations to keep in mind when discussing rounding grades. Some arguments in favor of rounding up include: rewarding students for their efforts and providing motivation to continue striving for higher grades, acknowledging that a small difference in percentage may not reflect a significant difference in knowledge or understanding, and simplifying the grading system for practical reasons.
On the other hand, arguments against rounding up include: maintaining the precision and accuracy of grading to reflect performance accurately, ensuring consistency and fairness in the grading process, and setting clear expectations and standards for students. Additionally, some argue that rounding up could undermine the value of higher grades and potentially create a sense of entitlement among students.
If you have concerns about rounding grades or the specific practices of your instructor, it's advisable to review your school's grading policy or discuss the issue directly with your instructor. Each institution or instructor may have different perspectives and justifications for their grading practices, so it's important to understand their reasoning.