Evaluating the section component. Since we consider cooperative learning to be an essential feature of the introductory program, we require that team homework count for at least 40% of the section component. Aside from that, it is up to you how to determine the section component of the grade. For example, you may choose to give weekly individual or group quizzes and/or daily reading quizzes; you may choose to collect individual homework; you may choose to give credit for in-class work, presentations, extra credit, good team evaluations, etc. It helps to choose a system that encourages study habits that you believe will contribute to student learning.

Informing the students. It is important that you explain your system for evaluating the section component clearly and carefully in your first day handout so that your students know how they will be evaluated. It is also important to ensure that the feedback you give students on their section work accurately reflects the impact it will have on their grade. There are many simple ways to achieve this. One is to grade section work with a median of approximately 70%. If that does not suit your class, or your grading, an alternative is to announce the median score each time you return graded work.

Grades in this math course. All sections of this course use the same grading guidelines to standardize the evaluation process. Your final letter grade in the course will be based on three components:

1. The uniform component.

2. The section component.

3. The gateway component.

Your uniform component will determine your baseline letter grade for the course. Your baseline grade will be adjusted by the section and gateway components as described below to determine your course letter grade.

1. The uniform component. There are two uniform midterm exams and a uniform final exam. Each of these exams will be taken by all students in all sections at the same time, and are graded by all the instructors working together. Your uniform component score will be determined from your scores on each exam as follows:

After each exam, a letter grade will be assigned to your uniform component score using a scale determined by the course director specifically for that exam. We do not use the "10-point scale" often seen in high school courses in which scores in the 90's get an A, in the 80's get a B, and so forth; the level of difficulty of the exams will be considered. The scale for the uniform component score will apply to all students in all sections.

2. The section component. To help you learn the material, you will be given a variety of reading assignments, team homework, individual homework, quizzes and other in-class activities. Your instructor will decide how the section component is determined for your particular section and grade the section work to determine your section score. The section component has the potential to increase your final grade above the baseline grade by one third of a letter grade (e.g., from a B+ to an A-, etc.); and, assuming that the assigned work is completed, this component cannot lower your final grade below the baseline grade by more than one third of a letter grade. So, if you are keeping up with the course and doing well in your section work, it will not only help you to do well in the uniform exams, but may also add to your baseline grade. Similarly, if you fall behind in your section work, it may reduce your baseline grade.

3. The gateway component. There will be one or two (depending on the course you are taking) online basic skills gateway test(s) which you need to pass by the deadline announced in the course schedule. These routine tests are repeatable, and in general do not pose a problem for students who are keeping up with the course work. You may practice each test online as many times as you like, and you may take a test for a score as often as twice per day until the deadline. The gateway tests do not have the potential to raise your baseline grade, but if they are not passed by the deadline, the gateway component will automatically reduce your final grade in the course. Deadlines and grade penalties will be announced in your class. All sections of your course have the same deadlines and penalties assigned to the gateway component.

Section averages. Course policy is that a section's average final letter grade cannot differ too much from that section's average baseline letter grades. This means that the better your entire section does on the uniform exams, the higher average letter grade your instructor can assign in your section. It is therefore in your best interest to help your fellow students in your section do well in this course. In other words, cooperation counts!

Grades at the university. Many students who come to the University of Michigan have to adjust themselves to college grading standards. The mean high school grade point average (recalculated using only strictly academic classes) of our entering students is around 3.6, so many of you were accustomed to getting "straight A's" in high school. Students' first reaction to college grades is often, "I've never gotten grades like these." However, a grade of 15/20 on a team homework assignment (which you might previously have converted to 75% - a high school C) may well be a good score in a college math course. Your own instructor is your best source of information on your progress in the class.

Describing the grading system to students.  You should state explicitly how you plan to arrive at semester grades - what exams will be given, approximately what weight they will have in the overall assessment of the student's work, how team homework is counted, how much quizzes will count, etc.  The in-class component of the grade can be based on quiz scores, individual homework, class participation, or whatever you find appropriate.  It is important to not to assign letter grades to the in-class component of the grade because the grades you award at the end of the term will have to be in alignment with the performance of your class on the uniform exams.

Assigning final semester grades.  The procedure for calculating semester grades will be discussed in course meetings as the term progresses. 

Grade books and records.  Keep a good, clear record of your grades in a secure place.  Don't lose it.  Record all scores which will count towards students' grades.  Many grades complaints can be prevented by keeping accurate records.  It's easy to forget to record grades before returning papers, so record everything, including all grade changes, immediately.  Students are very serious about their grades and expect them to be treated as a strictly private matter.  You do not need to keep a record of students' attendance unless you choose to, however, you may want to note any extended absences.

Complaints about your grading. From the point of view of University of Michigan students, a great deal hinges on getting the high grades they are accustomed to getting in high school. Many first term freshman have never had a grade lower than an A!  They will often argue persistently over one or two points. This is not a sign that they don't respect you.  Of course, you should treat all student complaints about grading mistakes or unfairness in a serious manner.