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Grade Calculator
Use this calculator to find out the grade of a course based on weighted averages. This
calculator accepts both numerical as well as letter grades. It also can calculate the grade
needed for the remaining assignments in order to get a desired grade for an ongoing
course.
Result
Average grade: 56.7 (F)
Assignment/Exam Grade Weight
Parcial 1 51 15%
Search
Parcial 2 35 15%
Midterm exam 40 40%
Other Calculators
Proyecto 87 10%
Age Date
Proyecto 91 10%
Time Hours
Actitud 100 10%
GPA Grade
Total: 100% Height Concrete
Average Grade: 56.7 (F) IP Subnet Bra Size
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Assignment/Exam Grade Weight
(optional)
Parcial 1 51 15 %
Parcial 2 35 15 %
Midterm exam 40 40 %
Proyecto 87 10 %
Proyecto 91 10 %
Actitud 100 10 %
+ add more rows
Final Grade Planning (Optional)
Final Grade Goal ?
Weight of Remaining Tasks 0 %
Calculate Clear Settings
Final Grade Calculator
Use this calculator to find out the grade needed on the final exam in order to get a desired
grade in a course. It accepts letter grades, percentage grades, and other numerical inputs.
Your current grade: 88
The grade you want: 85
Your final is worth: 40 %
Calculate Clear
Related
GPA Calculator
The calculators above use the following letter grades and their typical corresponding
numerical equivalents based on grade points.
Letter Grade GPA Percentage
A+ 4.3 97-100%
A 4 93-96%
A- 3.7 90-92%
B+ 3.3 87-89%
B 3 83-86%
B- 2.7 80-82%
C+ 2.3 77-79%
C 2 73-76%
C- 1.7 70-72%
D+ 1.3 67-69%
D 1 63-66%
D- 0.7 60-62%
F 0 0-59%
Brief history of different grading systems
In 1785, students at Yale were ranked based on "optimi" being the highest rank, followed
by second optimi, inferiore (lower), and pejores (worse). At William and Mary, students
were ranked as either No. 1, or No. 2, where No. 1 represented students that were first in
their class, while No. 2 represented those who were "orderly, correct and attentive."
Meanwhile at Harvard, students were graded based on a numerical system from 1-200
(except for math and philosophy where 1-100 was used). Later, shortly after 1883,
Harvard used a system of "Classes" where students were either Class I, II, III, IV, or V,
with V representing a failing grade. All of these examples show the subjective, arbitrary,
and inconsistent nature with which different institutions graded their students,
demonstrating the need for a more standardized, albeit equally arbitrary grading system.
In 1887, Mount Holyoke College became the first college to use letter grades similar to
those commonly used today. The college used a grading scale with the letters A, B, C, D,
and E, where E represented a failing grade. This grading system however, was far stricter
than those commonly used today, with a failing grade being defined as anything below
75%. The college later re-defined their grading system, adding the letter F for a failing
grade (still below 75%). This system of using a letter grading scale became increasingly
popular within colleges and high schools, eventually leading to the letter grading systems
typically used today. However, there is still significant variation regarding what may
constitute an A, or whether a system uses plusses or minuses (i.e. A+ or B-), among other
differences.
An alternative to the letter grading system
Letter grades provide an easy means to generalize a student's performance. They can be
more effective than qualitative evaluations in situations where "right" or "wrong" answers
can be easily quantified, such as an algebra exam, but alone may not provide a student
with enough feedback in regards to an assessment like a written paper (which is much
more subjective).
Although a written analysis of each individual student's work may be a more effective form
of feedback, there exists the argument that students and parents are unlikely to read the
feedback, and that teachers do not have the time to write such an analysis. There is
precedence for this type of evaluation system however, in Saint Ann's School in New York
City, an arts-oriented private school that does not have a letter grading system. Instead,
teachers write anecdotal reports for each student. This method of evaluation focuses on
promoting learning and improvement, rather than the pursuit of a certain letter grade in a
course. For better or for worse however, these types of programs constitute a minority in
the United States, and though the experience may be better for the student, most
institutions still use a fairly standard letter grading system that students will have to adjust
to. The time investment that this type of evaluation method requires of teachers/professors
is likely not viable on university campuses with hundreds of students per course. As such,
although there are other high schools such as Sanborn High School that approach grading
in a more qualitative way, it remains to be seen whether such grading methods can be
scalable. Until then, more generalized forms of grading like the letter grading system are
unlikely to be entirely replaced. However, many educators already try to create an
environment that limits the role that grades play in motivating students. One could argue
that a combination of these two systems would likely be the most realistic, and effective
way to provide a more standardized evaluation of students, while promoting learning.
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