TEXTILE INSTITUTE OF PAKISTAN

NAME: Abdul Subhan Ghaffar COURSE NAME : COMPUTER 102 TOPIC: GRADING SYSTEM TEACHER NAME: ABDUR RAFEY

QADRI

Description

GRADING SCHEME

Grading system is defined below Below 39 Fail b/w 39 to 49 D b/w 49 to 59 C b/w 59 to 69 B b/w 69 to 84 A b/w 85 to 100 A+

GRAPHS

0 5 10 15 20 25 30 350

2

4

6

8

10

12

14

16

First TestSecond Test

GRAPHS

Rahim

Anzlah

Ayesha

Danish

Hasan

Irshad

Mir

M.Azfar

M.Ovais

M.Zubair

Raheel

Rakhshanda

Shahrukh

Taha

Usama

- 5.0 10.0 15.0 20.0 25.0

Series3Series2Series1

GRAPHS

Rahim

Alisha

n

Anzla

h

Asma

Ayesh

a

Basit

Danish

Faizan

Hasan

Hina

Irsha

d

Jawai

d Mir

M.Adi

l

M.Azf

ar

M.Far

han

M.Ova

is

M.Saa

d

M.Zub

air

Nadia

Rahee

l

Rahee

l

Rakhs

hand

a

Salm

an

Shah

rukh

Suni

l

Taha

Umai

r

Usam

a

Waq

as

-

20.0

40.0

60.0

80.0

100.0

120.0

Series2Series1

Discussion of Findings

The research suggests three consistent effects of giving students grades – or leading them to focus on what grade they’ll get. First, their interest in the learning itself is diminished. Second, they come to prefer easier tasks – not because they’re lazy, but because they’re rational. After all, if the point is to get an A, your odds are better if you avoid taking intellectual risks. Third, students tend to think in a more superficial fashion – and to forget what they learned more quickly – when grades are involved.

To put it positively, students who are lucky enough to be in schools (or classrooms) where they don’t get letter or number grades are more likely to want to continue exploring whatever they’re learning, more likely to want to challenge themselves, and more likely to think deeply. The evidence on all of these effects is very clear, and it seems to apply to students of all ages.

As far as I can tell, there are absolutely no benefits of giving grades to balance against these three powerful negative consequences – except that doing so is familiar to us and doesn’t take much effort.

GRADES: