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Show page 4 lessons, Fail 2003 Grading the University Grading Policy BY AMY SCHOFIELD PHOTOS BY JESSICA FINLAYSON It seems as though the number of stressed college students at the University of Utah is at an all-time high. Between the increasing cost of tuition, work, extracurricular activities, and class schedules, students worry about many things. The most obvious of their worries are earning good grades. Each day, students at the University attend class and aim to earn an A or a 4.0. For some students, getting the grade you want or believe you deserve is not easy. Overall, students are graded at the instructor's discretion, however the University does promote a blanket grading policy. The University's grading policy is stated in one page on its website. It explains the credit/no credit option, incompletes, auditing a class, and the grading policy for a thesis or independent work in progress. This is the only information provided in regards to the University's grading policy. The lack of detail implies that aside from what is stated in the "student code," instructors can grade on whichever scale and whatever manner they choose. ________________ The Code of Student Rights and Responsibilities, otherwise known as the "student code," states that "Faculty members are qualified as professionals to observe and judge all aspects of students academic performance, including demonstrated knowledge, technical and interpersonal skills, attitudes and professional character, and ability to master the required curriculum. An academic action, as defined in Part I.B., may be overturned on appeal only if the academic action was arbitrary or capricious." Clearly, the University trusts its faculty and staff when it comes to grading fairly and accurately, which has positive "There needs to be a more strict policy because some students who are dedicated and do their best end up not doing very well because of the curves and grading policies that are in complete disarray/' and negative impacts on the students. Students see the vague grading policy as something that could be improved and better defined. Matthew Burgemeister, a senior studying Economics and Political Science, sits on the Academic Policy Advisory Committee for the Academic Senate at the University of Utah. He feels that the grading policy "is fair because of the plus and minus system." Burgemeister thinks "It's good that they award the partial points for the pluses and minuses. It provides incentive to work hard." He believes that instructors' grading policies should be presented to students at the beginning of the semester, or at least included in the course syllabus. Burgemeister sees the largest grading problem to be when a student's grade is based on only two tests and a final paper, "it makes it hard because it doesn't leave any room for error." Burgemeister believes that a grading policy is something that should be defined in terms of holding academic standards for students. He observes that "teachers have to water down their courses or else half their students would fail!" However, he knows that it's difficult to just change the grading policy of any university - it's a process that evolves over time. Grading policies at universities differ across the nation. Ashley Wilson, a graduate student studying Special Education, earned her bachelor's degree in Sociology from Pacific Lutheran University, a private school in Tacoma, Wash. Wilson says that "on paper a 4.0 is a 4.0, but it's much more difficult to earn a 4.0 at Pacific Lutheran University than it is at the U." She feels that the 4.0 scale is "fine" because it's what she is familiar with. However, Wilson believes "there needs to be a more strict policy because some students who are dedicated and do their best end up not doing very well because of the curves and grading policies that are in complete disarray." Wilson feels that the U should have "some guidelines on how far teachers can go with their |