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From: mckeeman@wivax.UUCP
Newsgroups: net.cse
Subject: Re: Grades
Message-ID: <19062@wivax.UUCP>
Date: Tue, 3-Jan-84 09:42:29 EST
Article-I.D.: wivax.19062
Posted: Tue Jan  3 09:42:29 1984
Date-Received: Wed, 4-Jan-84 03:09:02 EST
Sender: mckeeman@wivax.UUCP
Organization: Wang Institute, Tyngsboro, Ma.  01879
Lines: 25

I recommend a separation of concerns.  Grades attempt to
linearize a multidimensional, nearly unmeasurable quantity.
UC Santa Cruz did one thing right: it allowed the
instructor all of the Power of English to give the grade,
which permitted such things as "clearly understood the
important concepts... "was unable to demonstrate knowledge
in an exam situation...  "an excellent lab technician, and
colleague...  and whatever else the instructor was able to
write.  

Effect #1.  Students do not come and argue about their grades.
Effect #2.  Students are willing to help each other.
Effect #3.  Reduced anxiety in giving grades (no invidious choices).
Effect #4.  (Somewhat) more work for the instructor.
Effect #5.  Some graduate schools will not admit gradeless students.

And so on.  The avoidance of a numerical or letter grade
elevates the discussion of grading to levels where
motivation, equity, ethics, and style show through.

There is, incidentally, an enormous body of
discussion/knowledge on this topic resident in the UCSC
campus, in memos, minutes and memories.

/s/ Bill McKeeman, Wang Institute