The Case Against Zero

Our grades are based on point scale.  There are 10 ways to get an A: 90, 91, 93…100  There are 10 ways to get a B: 85, 86,… 89  There are 6 ways to get a C: 74, 75, 76, 77, 78, 79  There are 4 ways to get a D: 70, 71, 72, 73  But there are 70 ways to get an “F”

(A) (B) (C) (D) (F)

(A) (B) (C) (D) (F) With this scale, the lowest grade is a 50

 4: Exceeds the standard  3: Meets the Standard  2: Approaches the Standard  1: Does not Meet the Standard Notice there isn’t a Zero? …and improving from a 1 to a 3 or 4 doesn’t seem insurmountable.

 Is it possible that a student who passes in a minimal assignment might get a 70 while a student who passes in nothing gets a zero? Is the minimal assignment worth 70 points more?  Passing in nothing is unacceptable - it deserves a grade of incomplete or failing.  On a point scale, the lowest failing grade would be a 50.

One zero can be very powerful Test Final Average Again, using a different point scale, the “failing” range is 50 – 69 and the student passes. failing passing

Is the final grade appropriate? Test Final Average failing passing failing

Does the final grade reflect their learning? Quarter 1 Quarter 2 Quarter 3 Quarter 4 Year Final failing passing

Giving a student a ZERO is usually a punishment for a student’s lack of effort or responsibility. But is it necessarily a reflection of their learning?

In some Olympic judging events, the high and low scores are thrown out so that one judge can’t control the outcome

 Giving an incomplete lets students know that they are expected to complete the assignment.  Giving a 50 allows for a recovery.  Giving a zero is a dead end.

 If a student never does anything, he/she will get all 50’s and still fail.  If a student is failing, red flags will go up and help will hopefully be on the way in the form of tutoring, extra help, etc.

 Think about what a zero means.  Think about what a zero does.  Think about trying an alternative.