Personal Philosophy of Grading Paper
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NURSING
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Philosophy
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Feb 20, 2024
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PERSONAL PHILOSOPHY
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Personal Philosophy of Grading
Elizabeth Hughes School of Nursing, Liberty University
Author Note
Elizabeth Hughes
I have no known conflicts of interest to disclose. Correspondence concerning this article should be addressed to Elizabeth Hughes.
Email: ejhughes1@liberty.edu
Personal Philosophy of Grading
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Nursing is regarded as one of the most respected professions in healthcare. However, the question of whether a student passes or fails the course has been debated among healthcare professionals and educators, with varying opinions. Many factors contribute to the passing and failing of a nursing course. Since systems require the same dedication and knowledge level for the skills and competencies to provide safe and effective care for the patient, the educator must ensure that the student understands the content of the course. The educator understands that not all students possess these qualities since nursing requires specific skills, aptitudes, and personal qualities. Attributes such as empathy, communication, attention to detail, and the desire to help others, may inhibit the nursing student from succeeding if they do not have these attributes. Ensuring that the student chosen to nurse is selecting the right path is more beneficial than passing the student and limiting their choice of a more fulfilling career.
However, it is not a negative reflection on the educator if they choose not to pass a student. Many factors can affect a student's success, including their learning style and dedication to the field. Educators should be evaluated on their methods of instruction, knowledge, student engagement, and ability to identify individual students learning needs. Even if an educator has created a supportive learning environment and offered resources and assistance, the student is responsible for their learning process. The educator can give the student a failing grade, which may only indicate that the student struggled with the material or had challenges to overcome and may not reflect that educator. The educator needs to look at different factors when giving a failing grade, including constructive dialogue between educator and student, to identify any resources to make the student successful in the future. What meaning should each grade symbol carry?
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Each grade symbol in a nursing course has meaning, whether in a didactic or a clinical course. The importance of grade symbols can vary depending on the educational system and context. However, many grading systems utilize the definitions below, such as a standard grading scale, a pass/fail grading scale, or total point grading scale. (McDonald, 2018). Sample Grading Scale
A or A- (Excellent/Outstanding): This grade typically represents exceptional performance, mastery of the subject matter, a thorough understanding of the material, excellent analytical skills, and the ability to apply knowledge creatively (McDonald, 2018). This grade typically indicates a 4.0 to a 3.7 GPA for the student (McDonald, 2018).
B+, B, or B- (Good/Above Average): A grade of B generally indicates above-average performance and suggests a solid understanding of the subject matter, good analytical abilities, and the ability to apply knowledge effectively (McDonald, 2018). This grade typically indicates a 3.5 to 2.7 for the student (McDonald, 2018).
C+, C, or C- (Satisfactory/Average): A grade of C is often considered satisfactory or average and suggests an acceptable level of understanding and performance in the subject
(McDonald, 2018). This grade typically indicates a 2.5 to 1.7 for the student, which most universities require to maintain good standing in their programs (McDonald, 2018).
D (Below Average): A grade of D typically signifies below-average performance, indicates a limited understanding of the subject matter, and suggests that the student needs help to meet the required standards (McDonald, 2018). This grade typically indicates a 1.0-grade point average, and the student can be placed on academic probation until their grade meets the minimum standard set by their institution.
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F (Fail): An F grade is commonly used to denote failure. It implies that the student failed to meet the minimum requirements or expectations for the course or assignment (McDonald, 2018). This grade typically indicates that the student has received no credit for the course and must repeat it (McDonald, 2018). Pass/Fail Grading System
Pass/fail grading systems are often used in clinical nursing courses. They utilized where the focus is on the demonstration of achievement in the practice setting (McDonald, 2018). This grading approach is subjective and can limit the educator's ability to differentiate proficiency based on the individual student's course objective in a clinical setting (McDonald, 2018). Below is an example of the pass/fail system:
Pass: It indicates that the student met the course objectives, completed all clinical components, understands the course's objectives, and will receive credit for it. This does not suggest that the student has mastered the information. (McDonald, 2018).
Fail: It indicates that the student did not meet the course objectives, did not complete all clinical components, needed help understanding the course's objectives, and will not receive credit for it. A failing grade usually means the student will not receive credit for the course or assignment.
What should failure mean?
For many students, a failing grade can create a frustrating experience and one they can learn from. According to Bradáč et al. (2022), an educator who sets clear expectations for the student prior to the class regarding the minimum standards and the grading scale can effectively reduce any misconceptions later in the course. After consistently communicating throughout the course regarding the grading scale and the expectations of the students, the educator can assign a
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failing grade. Once this is done, the educator can take this opportunity to guide the student to create better study habits and identify areas of improvement. The student is responsible for identifying areas of concern with their grades. Still, it is also the responsibility of the educator to identify and counsel the students once they receive these failing grades to determine if they require further services (Bradáč et al., 2022). What elements of performance should be incorporated into a grade?
Grades for a course should be assigned based on assignments, such as papers, case studies, or other content that can be graded. Assignments that require meaningful instructions and specific goals that align with course objectives have better learning outcomes and impact the
overall final grade of the student (Zheng et al., 2020). Educators should use quizzes and tests to determine objective knowledge throughout the course to identify any deficits that need addressing (Zheng et al., 2020).
How should the grades in a class be distributed? Each grade should be weighed at the instructor's and the university's discretion. As the instructor for the course, you can change the grades and give extra points or regrade a test or assignment. According to McDonald (2018), instructors may have to justify their final grading decisions to their institution. As an educator, basing the grade on the standard is fair to all students. The educator must set the standard at the beginning of the course and align the course to avoid confusion (McDonald, 2018). Should everyone pass, the majority pass, or should it be difficult for everyone to pass?
As an educator, finding the balance can be a difficult task. Each student has an opportunity to pass the course; however, some will not, and that is unfortunate. Ensuring that
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each student meets the objectives can be challenging without compromising the educator's objectivity. Only some students will pass the class since some need help grasping the material. The course may not be challenging for many students. For example, statistics is a challenging class for some, and they struggle. Many repeat it and need help to grasp the concepts thoroughly.
The course should be what the course is designed to be and meet the overall program objectives of the student's chosen field of pursuit. What components should go into a final grade?
The components that go into the final grade are different for each course. It can vary depending on the student's course objectives and program requirements. A course may have assignments, exams, discussion questions, lab requirements, and other components that reflect the grade (McDonald, 2018). Each component may be weighted to determine the final score or grade. An educator should not include participation, attendance, progress, improvement, or other subjective items in the final grade (McDonald, 2018).
Ensuring the student receives an accurate final grade is essential for an educator and can affect their academic future. Following the institution's guidelines and the objectivity needed will
help to guide this educator in the direction needed. The best way to reach a final grade is to review the student’s overall performance and include their graded assignments, exams, and other
objective components.
How should the components of the grade be combined? Combined grade components are typically used in a didactic course with a clinical component. Many institutions or instructors adopt variations or can combine methods to calculate grades. Some of these standard methods are below:
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Weighted Average: assigns a specific weight or percentage to each grade component (McDonald, 2018). For example, the didactic portion may be worth 60% of the total grade, and the clinical portion may be worth 40% of the total grade. The components are graded individually, and the overall grade is calculated by multiplying the grade achieved
in each component by its corresponding weight and summing them up.
Points-Based: Each component is assigned a certain number of points (McDonald, 2018).
For example, the didactic portion is worth 1000 points, and the clinical portion is worth 500 points. The points are then added together and converted to a letter grade.
Criterion-Referenced: focuses on course objectives rather than assigning weights or points. Each component is evaluated against specified criteria, and a grade is given based on how well the student meets those criteria (McDonald, 2018). The final grade is determined by considering the overall performance.
Norm-Referenced: compares the performance of students within a particular class. The grades are based on the student's performance compared to their peers (McDonald, 2018).
This method involves statistical measures like percentiles or standard deviations (McDonald, 2018).
Should students have to pass both the class's clinical and the theory component, just the theory or just the clinical?
As an educator, the institution has much to do with this question. The program objectives,
the state, and accrediting guidelines must be met. Unfortunately, the student needs to pass the didactic portion of the class to understand the clinical component. Since they work together to help students better understand their critical thinking skills and the physiological reasoning behind them, they should stay on track.
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What method should be used to assign grades? Points, letters, pass/fail?
The methods for assigning grades are based on the course. Each course has a different grade symbol required. Grades should be distributed fairly amongst the students. Educators must be objective when giving grades to their students. As an educator, looking at the course objectives, institutional guidelines, and requirements for that course is the method used to assign the grade. A grade cannot be assigned on a curve if you assign them objectively based on those guidelines (McDonald, 2018).
Should borderline cases be reviewed? As an educator, looking at borderline cases is essential to a student's success. There may have been an assignment incorrectly graded, one missed, or the student did not turn it in but can take a lesser grade once submitted. Each case is unique and should be treated as such. If a student
is borderline, this is an opportunity to discuss your concerns and the disconnect in their success with them. In reviewing the grades, the instructor can look at the standard error of measurement to determine the true score and give the benefit of the doubt to the student (McDonald, 2018). Should you round, and if so, at what point would you round?
As an educator in a nursing program, we are unable to round. This can be frustrating if a student is on the cusp of passing and needs a tenth of a point. That is why it is essential to review
the borderline cases and meet with the student individually about their grades to see if there is an opportunity to improve while maintaining that objectivity. In the past, reviewing grades has assisted several students with improving their grades enough to pass a course while maintaining objectivity. Conclusion
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As an educator, a personal philosophy for grading papers is based on the institution's policies and personal beliefs. Grading criteria are based on learning objectives and focus on the student's knowledge and the accumulation of points (Andrade, 2019). A well-defined educator must maintain objectivity while using the tools provided to us, not only through the educational system but also through faith. Proverbs 23:12 says to apply the heart to instruction and the ears to
the words of knowledge (Christian Arts Gifts, 2019). This can be difficult when the heart wants to sympathize and ensure each student receives a passing grade, but the ear of knowledge ensures
that logic outweighs the heart, and those who understand the concepts pass the course. References
Andrade, H. L. (2019). A critical review of research on student self-assessment.
Frontiers in Education, 4
https://doi.org/10.3389/feduc.2019.00087
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Bradáč, V., Smolka, P., Kotyrba, M., & Průdek, T. (2022). Design of an intelligent tutoring system to create a personalized study plan using expert systems.
Applied Sciences, 12
(12), 6236.
https://doi.org/10.3390/app12126236
Christian Arts Gifts. (2019).
Holy bible king james version
. Christian Art Publishers.
McDonald, M. E. (2018).
The nurse educator's guide to assessing learning outcomes
(4th ed.). Jones & Bartlett Learning, LLC.
Zheng, B., Lin, C., & Kwon, J. B. (2020). The impact of learner-, instructor-, and course-level factors on online learning.
Computers and Education, 150
, 103851.
https://doi.org/10.1016/j.compedu.2020.103851