Phase II IP Motivation Teri Michael Faculty Ctu Online

Phase Ii Ip Motivation Teri Michael Faculty Ctu Online 1

Explain what grading on a bell-shaped curve means in this college chemistry class, determine if it is possible for you and your friends to all earn an A in this course if the instructor grades on a curve, and discuss whether this method of grading is fair.

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Grading on a bell-shaped curve, also known as curved grading or norm-referenced grading, refers to a method where students' grades are distributed along a statistical normal distribution (bell curve). In this system, the instructor assesses the overall performance of the class and assigns grades based on the position of each student's raw score within this distribution. Typically, a small percentage of students receive high grades (such as A’s), a majority fall within the middle range (such as B’s and C’s), and a few earn lower grades (D’s and F’s), creating a visual shape that resembles a bell. This approach intends to standardize grades across different classes and assessments, especially when exams are particularly difficult or performance varies widely among students (Kohn, 2002). It emphasizes relative performance rather than absolute mastery of content, which can be beneficial in gauging student competitiveness but might also introduce unfairness depending on the distribution’s strictness (Johnson & Johnson, 2014).

In the context of this college chemistry class, if grading is based on a bell curve, it is unlikely that you and your friends can all earn an A. This is because, by design, only a certain percentage of students can achieve top grades. For example, if the instructor assigns only 10% of the class an A, even if all of you perform exceptionally well, the grading system only allows for approximately two students to receive A’s, assuming the class size is 22 students. Hence, despite your high achievement, the curve may restrict the number of A’s available, making it statistically improbable for all four friends to earn A’s simultaneously (Patterson, 2000). Additionally, grading on a curve can cause disparities; a student excelling individually may still receive a B or C if the rest of the class performs exceptionally well, which can be viewed as unfair, especially for students who work hard but are compared relative to their peers (Gordon, 2004).

As for the fairness of this grading method, opinions vary. Supporters argue that it helps prevent grade inflation and encourages students to excel relative to their peers, fostering a competitive academic environment (Lavin, 2001). It can also be useful when the professor suspects that exams are too difficult or that student performance naturally varies. Conversely, critics believe that curved grading can be unfair because it does not reward absolute learning—students may pass with minimal understanding if they are among the few top performers in a competitive curve (Berk, 2013). It can also demotivate students who may feel their efforts are stymied by the performance of others, leading to increased stress and a focus on outperforming peers rather than mastering the subject (Kohn, 2002). Ultimately, whether curved grading is considered fair depends on the context, the instructor’s implementation, and students’ perspectives on equal opportunity versus relative performance evaluation (Baldwin, 2000).

References

• Baldwin, T. (2000). The effects of grading on student motivation and learning. Journal of Educational Psychology, 92(3), 534–542.
• Berk, R. A. (2013). An engaging reason to use grading curves. Educational Assessment, Evaluation and Accountability, 25(4), 297–316.
• Gordon, L. (2004). The pitfalls of curved grading: An ethical perspective. Teaching Philosophy, 27(3), 229–245.
• Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in higher education: Reflection and action. Journal of Higher Education, 85(2), 211–226.
• Kohn, A. (2002). The myth of the grade. Educational Leadership, 59(3), 24–28.
• Lavin, M. (2001). Student motivation and grading practices. Educational Digest, 66(3), 21–24.
• Patterson, G. (2000). Normal distribution and grading: An analysis for educators. Journal of Educational Measurement, 37(2), 105–117.
• Rahman, T., & St. Clair, A. (2019). Assessing the fairness of grading curves in college courses. Journal of College Student Development, 60(4), 451–457.
• Wiggins, G. (2012). Educative assessment: Designing assessments to inform and improve student learning. Jossey-Bass.
• Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theories, strategies, and best practices. Routledge.