This page documents the meanings for the grading categories posted in JupiterEd. Reading this stuff is optional. Skip it if you focus on learning, and your interest in grading ends at "Understand the homework. Let Holmes take care of the grading."
If you have a question after reading this page, search Piazza for
and post a follow-up if yours is not yet addressed there. Please contribute your questions on Piazza, rather than initially emailing me for individual attention, for all the usual reasons. Piazza is the place to seek help understanding your errors (you can post work anonymously to classmates) and mine.
As incentive for cooperation with this request to use Piazza, grades will reflect emailed failures to understand...
In short, ask on Piazza.
If your caregivers have questions about grades, you are likely to build your credibility in their eyes if you supply them with answers based on this page, the class notes (particularly the "grades" section), and the caregivers' FAQs. Efficiency requires that I respond to lots of caregivers' email by referring them to the FAQ page, so if you supply them answers based on my posts, and show them the posts, they are likely to get a reinforcement of the idea that you can take responsibility for your own learning. Everyone wins in that scenario.
An example: for students with low grades, caregivers frequently ask "When, where, and from whom is help available?" If you supply them with my answers, plus your plans concerning which source of help you will try next, a reasonable person is likely to be impressed by your adult approach. On the other hand, if you do the surly teenager thing, and they spend their time emailing me, I will tell them that you should already know the answer. In that scenario, a reasonable caregiver is likely to conclude that they have a surly teenager on their hands, and that they must step into your business yet again. Your choice.
The grade on the report card for marking period 1 is a snapshot of the semester grade as of Friday morning.
There are three main components, determined by the school, as interpreted by me:
This weighting means that every low grade is primarily explained by work on the summative homework hw05. So if you did work that falls below your standard on hw05 -- or no work at all -- there is exactly one path to improving your grade: "Students succeed in this course by understanding the homework."
There are four sub-components to the grade "classwork and participation":
The grades in JupiterEd will always be the most current I can provide. So the "semester grade" shown in JupiterEd may differ slightly from the values that were submitted for the report cards. As of this writing most of those revisions are upward, so that JupiterEd provides good news. In any case the, the lack of detail in the E/S/N/NX grading categories on report cards for marking period 1 means that few -- if any -- of the updates to the grades in the last two days affect a student's E/S/N/NX category.
A student's current projected grade for the semester appears in the "assignment" that is labeled "semester grade" in JupiterEd. Ignore JupiterEd's calculation of a "2020F" grade.
hw05 was graded and weighted as a summative homework
That is, I graded hw05 with a rubric and the weight I would have assigned to a full-period test last fall, when classroom attendance permitted
Low grades on this assignment resulted mostly from either…
Grades on this assignment are in flux for people for whom a rough estimate was made to meet the deadline for submitting grades for report cards in marking period 1, as discussed in class.
Students can understand their grade by doing their own assessment. Hw12 has optional task that provides guidance.
When my scoring is fully done, I’d like to communicate it to students. But this requires me to develop a secure way to do that, which I currently lack, and development must compete for time with more educational activities, like planning cogent lessons and writing homework that promotes learning. So this aim is uncertain.In response to receiving many queries from people who have not submitted hw12#6, I developed the plan you can read here.
Promptness contributes to the the Classwork & Participation grade, since a student cannot participate when they are a not attending the Zoom meeting.
It is surprising to find that many students consistently arrive late for class. Students have 10 minutes between classes and no need to move, yet many more students are consistently late than the during on-site classes, where some have only four minutes to traverse seven floors.
My best guess is that the frequently-late students place a low priority on promptness. By aligning the Points with the performance of better students, the frequently-late students may be motivated to learn to arrive on time.
The "promptness" grade contributes to the "Classwork and Participation" grade. A person earns a 100 by arriving early enough that they are admitted to the class from Zoom's waiting room before the session starts, and by staying for the whole session. A person who is late once or twice earns a 90. Additional late arrivals are graded with -1 point per lateness from a starting grade of 90.
…grades participation in "Yesterday's Knews" for Marking Period n. It grades contribtuions — or, rarely, deficiencies — in answering the aims for the lessons.
…reflects contributions to Piazza. Thoughtful questions and cogent answers both count as meaningful contributions.
About 2/3 of the grades in this category were updated 2020-11-03 23:15, using data provided by Piazza. Almost all the changes were positive — some by 30 points or more to a grade above 100. A few grades dropped from 90 to 0, for people who made no contributions to Piazza, even the one requested in hw03.