Navigating Grading Policies for Non-Submissions in Education
In the world of academia, it's crucial to understand the policies applied when it comes to grading students who fail to submit assignments or tests. These policies not only ensure fairness but also provide a clear framework for academic expectations. Here, we delve into the variety of approaches taken by educators and the implications of non-submissions on students' grades.
Zero Grades for Non-Submissions
One of the most common practices among educators is to assign a zero grade for any assignment or test that is not submitted. This approach is straightforward and easy to apply, but it raises questions about the underlying reasons for non-submissions and their impact on overall grades.
Example: 'No submission equals a fail grade. Of course, most teachers will try to find out why students are not attending classes and why they have not submitted assignments.' This method ensures that students are held accountable for their actions, but it might also overlook underlying issues that could benefit from intervention and support.
Overall Assessment without Homework
Some teachers include only assessments like projects, assignments, and engagement in their grading scale, making homework non-essential for the final grade. This approach emphasizes active participation and demonstrates knowledge through practical or comprehensive evaluations.
Example: 'I never bothered to turn in homework. I got 0s for homework and As for the subjects simply because homework wasn’t part of grading.' This approach can be efficient in focusing on relevant skills and knowledge, while potentially undermining the importance of practice and reinforcement through homework.
Partial Grading and Academic Integrity
For more comprehensive grading, teachers often weigh various components of a student's performance, such as projects, assignments, and engagement, which typically make up 60-70% of the overall grade. In cases where a student does nothing, they are often left with a very low final grade, such as 30-40%, which is likely to be an 'F'.
Example: 'For a specific assignment where no work is submitted, the grade will always be zero. I categorize assessments as projects, assignments, and engagement, which account for 60-70% of a student’s overall grade. If a student chooses to submit no work at all, that means if the student does take the exams and aces all of them, they might finish the semester with a grade of 30-40. Most decidedly and unquestionably an "F".' This balanced approach maintains academic integrity and fairness, but it can also deter students from engaging in the class if they feel their contributions are not significant.
Exceptional Cases
There are situations where students might perform well on exams but still receive a failing grade due to a lack of submissions. One such case involves relying heavily on in-depth assignments and practical tests. In this scenario, a zero for any missing work can still result in a low overall grade.
Example: 'Not my story but one told to me by my high school calculus instructor. Instructor not teacher because he had a PhD. Told us that one semester during his undergrad he went into the final and faced a three-page exam. Page 1: Huh, No idea. Page 2: Huh, No idea. Page 3: I GOT THIS! Turned it in and went home convinced he was going to fail that final. Got a call from the professor on the weekend. This was in the 60's-70's when times were different. Professor: I know I failed the exam. I'm sorry. Professor: No! I gave you a D. You passed. You were the only student in the class to answer 3 correctly! This story highlights the importance of holistic assessment and the potential for feedback and second chances even in challenging academic settings.
Conclusion
Grading policies for non-submissions are crucial in maintaining academic integrity and motivating students to engage with their coursework. Whether through zero-graded homework, overall assessment, or a mix of methods, it's essential to communicate clear expectations and provide support for those facing obstacles in meeting academic requirements.