Post by Peter MoylanAt the other end of education there are university "graduates"
lacking the social skills needed for employment
When I was an academic we used to worry about the students who scored
50% in every subject. (Sometimes after repeating the subject.) "This
person is going to get a piece of paper saying he's a qualified
engineer. Shouldn't we warn the world that he's not competent?"
1965 - my dorm roommate was a student in engineering (U. of Texas,
Austin), which was reputed to be fairly rigorous.
He described to me a dual system of grading in (some?) classes --
Answers could get partial credit, so an overall score could be
"passing" on homework or a test. However, to pass the course
at the end, a student also needed a certain number of answers
that were "completely correct". Made sense to me.
I never heard of that elsewhere
Post by Peter MoylanWhen one such student asked me for a reference, I was tempted to write
"He is the sort of person who gets everything half right". In the end I
didn't write anything, but advised him to get a reference from someone
who knew him less well.
At one stage the Engineering Faculty introduced a sort of "running
average" system where we tracked a student's average performance over
all subjects, and expelled him if the average fell below 55%. This ran
well for a number of years, but then the university ruled that, because
of a policy called "equality of esteem" we could not set higher
standards than were used for the basket-weaving degrees.
Grade inflation/whatever is problematic in US schools, so I've heard.
But I want to mention, "the average fell beloww 55%" -- that's a
cutoff I've never heard for US schools. As a data analyst/
statistician, I know that cutoff scores essentially are arbitrary.
And it seems stupid to manipulate problem-difficulty, etc., to
get students to score with a given distribution. But I only ever
had a couple of classes that "graded on the curve" with the
professor deciding an arbitrary cutoff for A / B / C / D / F/
instead of using 60-70-80-90. Sometimes D is "passing,"
sometimes not.
In my time in school, many teachers had thoroughly internalized
the standard. It worked for them and they didn't imagine doing
it differently. That is, they always gave enough 'easy' questions
so that the miss-able questions split the scores from 60 to 100.
But it sounds like you have a different philosophical problem.
Your administration does not want you to FAIL people, period.
Or, too many of them.
At UT, a couple of courses were known for flunking students,
and it was acceptable and accepted. There were suggestions,
for instance, that a "simpler" version of biology should be
offered so that non-science types would not be scared off or
flunked out. The Bio department pointed out that the greater
number of their eventual biology majors took the course as an
optional science, NOT as the start to majoring in it -- if they
had taken a "non-majors" version of the course (which existed
for some subjects), it would be a wasted course for the major
and therefore lose many of those prospective students as
eventual majors.
--
Rich Ulrich