School grades are in the news … again! The phrase that set me off is:”
… a traditional A-F grading system in which the F range is often 50-60 points while all other grade ranges are 10 or fewer points.”
Why people still use this range is mysterious, but of course I have my suspicions. When introducing a new class to my grading system I asked what grade a student would have were she to get two perfect A scores (100/100) and then being dog sick for the third test got a zero, an F. Most students shouted out something sensible (high C, low B) while as usual other shouted out nonsense. If one takes an arithmetical average of 100, 100, and 0 one ends up with an average score of 67. This score qualifies on the “traditional grading scale” as a D, just below the C range. Intuitively, the average of one A and one F should give a C, but with this system two As and one F give a D. Clearly something is wrong.
Obviously I stacked the numbers in this example to expose the flaw. How I “fixed” this basic flaw in the “tradition grading scale” is I took the tale of the Bell curve, off of 50 where it lay, and dragged it over to zero. This gives grade range scores of:
A–100-83
B–82-67
C–66-33
D–33-16
F–15-0
These numbers were arrived at by using standard deviation splits off of the standard Gaussian curve. Students were delirious with joy. I pointed out that in my example (above) the student’s average score would be a B–, which intuitively seems right. But I also told them what the ramifications were. Whereas other teachers scoring an example might look at an answer to an essay questions and see clear evidence of tear drops, might score that a 6/10, whereas I would give it a zero, with maybe a “nice tears” comment (that’s a joke, please do not flame me). My score is an indicator of how far you got to a correct answer using the path you chose. If you chose a long, convoluted path and got half-way down that path, you got a 5/10. If you chose a short route and got half way, you would also get a 5/10. If the two of you compare answers, you might be puzzled as one answer clearly involved more work than the other. But my thinking is that was your decision, not my request. You chose a longer way to answer the question that consumed space and time, but didn’t get you where you needed to go.
I was not an ogre. I modeled what 10/10 answers would be for a great many test questions asked on previous exams. (I also told them I tended to include one of these recycled questions on their exams and the well prepared got a high score as a gift.)
So, why is the flawed, clearly flawed, “traditional grading system” still used? I think at its core is a teacher’s delusion that students learn a sizable fraction of what we try to teach them. (Gosh, to think less is to hint that we aren’t all that good at teaching!) So, to demonstrate “average” learning they needed to get a score of 70-80 percent of the possible correct answers. It is clear from research, however, that that assumption only flatters teacher’s egos as students do not absorb high percentages of what they are taught. And because the system is way over balanced (a score of zero on the first test, needs three perfect scores to get an average, 75, that would give the student a grade of B) teachers make up bullshit rules to hide the flaws. For one, when they are grading you need to leave an answer blank to get a score below 5 or 6 (any drivel will do), leading to students thinking they did better than they actually did in answering such a prompt. If there are multiple quiz scores, some teachers will throw out the lowest score before averaging them, and so on.
The latest “outrage” in this discussion is the assigning of zeros for grades, when the 100 point scale is used. One state is considering a bill outlawing the giving of zeros. Some institutions are suggesting scores of zero be dropped out before average scores are calculated. Obviously these do not address the flaw in the “tradition grading system” of having ten point ranges for As, Bs, Cs, and Ds and a sixty point range for the Fs. A score of less than 50 is actually off of the curve and is meaningless, well, meaninglessly nasty. But what score does a student earn for “no response” or “off topic”? Should those not be scored with zeros?
As usual, these reformers are missing the point, expending energy trying to fix incongruities rather than fixing the system that causes the incongruities. And I think the main motivation is that teachers cannot accept that the average student learns from a third to two thirds of what they are requested to learn, which is what my system is based upon.
The Effing Elites … Again … Still
Tags: corruption, effing elites, obscene wealth, politics, religion, Republicans, tax the rich, The Epstein Ballroom, Vanity Projects
I have been watching a number of documentaries of late about ancient Egyptian societies, which have fascinated me since I was a boy. Egyptian kings were considered gods, at least having one foot in godhood status. I don’t know if they invented the “god-king” concept but they were, at least, an early adopter.
One has to ask, why did the vast majority of the population give so much power to these people? Clearly the power was usurped by two means: force and religion. So-called kings who were just battle leaders kind of liked being able to order people around and so extended their hegemony into peace time, their loyal soldiers becoming “palace guards.” In many other cases, shamans or other “holy men” saw protection and a meal ticket by running interference for the powerful secular leaders and so made a marriage made in heaven, literally. The Secular-Religious Axis was a joint powers agreement.
Apologists will respond with points like “religion supplies order and is a salve for the vicissitudes of daily life. Religion a salve? Not hardly. Take the word of Tony Castaldo who started reading the Bible as a pre-teen: “And by the time I finished “Numbers”, I did understand God — I understood that God was a superhero story, like Superman or Spiderman, just one invented by brutal men that used violence and murder to subjugate women (so they could rape them at will with no repercussions) and children and slaves.”
Watching myriad Egyptian citizens (not slaves) muscling millions of stone blocks into the shape of a pyramid (two and a half million blocks in just the Great Pyramid, weighing approximately six million tons) over decades requires me to ask about the opportunity costs. What would those tens of thousands of healthy workers been able to do had they not been “assigned” stone carrying duties? Economists explain that whenever you tackle any task, you incur and “opportunity cost” in the form of giving up on what you could do on another task. And archaeologists have identified over 118 to 138 distinct pyramids in Egypt.
And who ordered these to be built? The Egyptian Kings, of course. And, then there are the grandiose temples (e.g. Karnak, Luxor, Abu Simbel, Edfu, Dendera, Hatshepsut, and Ramesseum and thousands of “lesser” temples) to be built for the priests, gotta keep them happy, too. (Google AI says, “These sites primarily served as homes for deities, built by pharaohs to showcase their devotion and power.” Exactly, vanity projects and political sops traded for priestly support.)
It is the Effing Elites who order such grotesque vanity projects, who decide to make war on neighbors, etc. What if instead, all of that labor and wealth were applied to controlling the flooding of the Nile? Or building affordable housing and providing affordable food and drink for ordinary Egyptians)? (I can hear the GOP caterwaulers screaming “Socialism!” already.)
If you then follow the history of the human race for the next 2000 years, you will see the same pattern, e.g. autocrats like Louis the Fourteenth, Mussolini, Hitler, and Trump with their grandiose building projects and wars at the drop of a hat.
So, why do we yield our power to these assholes? Especially when the U.S. was formed as the first nation “of the people, by the people, and for the people” and kings could go eff themselves.