{"103051":{"#nid":"103051","#data":{"type":"news","title":"A Parent\u0027s Guide to Grades","body":[{"value":"\u003Cp\u003EJennifer Leavey, Ph.D.\u003Cbr \/\u003E\nSenior Academic Professional, School of Biology\n\u003C\/p\u003E\n\u003Cp\u003ESteven P. Girardot, Ph.D.\u003Cbr \/\u003E\nDirector, Center for Academic Success\n\u003C\/p\u003E\n\u003Cp\u003EAdjusting to Georgia Tech\u00e2\u0080\u0099s grading systems is a huge challenge for incoming freshmen. Even upper class students can feel like they are starting all over with each new class and each new professor. Often it can be difficult to determine how a numerical grade corresponds to a letter grade, in part because many faculty may grade \u00e2\u0080\u009con the curve.\u00e2\u0080\u009d For example, a 50 percent on an exam in one class could be a \u00e2\u0080\u009cB\u00e2\u0080\u009d while in another it is an \u00e2\u0080\u009cF.\u00e2\u0080\u009d With mid-semester upon us, and progress grades for 1000- and 2000-level courses released, now is a good time to have a conversation with your student about how they are doing academically. If your student is feeling anxious about his\/her grades (or even if they are feeling positive!), here are a few questions you can ask your student:\n\u003C\/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhat is the professor\u00e2\u0080\u0099s grading system?\u003C\/strong\u003E Your student should have a course syllabus for each class. Sometimes syllabi are posted on T-Square, Tech\u00e2\u0080\u0099s online learning management system. The syllabus will contain a clear explanation of how students will be graded in the course. Be sure your student understands all the different components that make up a course grade. In many core freshman and sophomore classes, the final grade may depend on exams, quizzes, a final exam, homework or other class assignments, and lab report grades (for science courses). \n\u003C\/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhat was the class average?\u003C\/strong\u003E If your student calls home panicking over a low score on an exam, this is a critical question to ask. As a general rule of thumb, if an exam score is around the same as the class average, it is likely a \u00e2\u0080\u009cC\u00e2\u0080\u009d grade. If the exam score is slightly above average, it may be in the \u00e2\u0080\u009cB\u00e2\u0080\u009d or \u00e2\u0080\u009cA\u00e2\u0080\u009d range (depending on how much higher), and if it is lower than the average, it may be in the \u00e2\u0080\u009cD\u00e2\u0080\u009d or \u00e2\u0080\u009cF\u00e2\u0080\u009d range. It is important, however, for your student to ask the professor how he or she defines this. If it is not discussed at the time exams scores are released, encourage your student to make an appointment with the professor or attend office hours to get clarification.\n\u003C\/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhat are your other grades (labs, participation, homework, etc.)?\u003C\/strong\u003E For lab-based science courses, lab grades can contribute anywhere up to 25 percent of the final grade. If students do well in lab, it can raise their overall course grade considerably. On the other hand, failing a lab may result in their failing the entire course. In addition to labs, many courses use \u00e2\u0080\u009cclickers\u00e2\u0080\u009d to monitor course attendance and assess understanding of the material. If students miss class or don\u00e2\u0080\u0099t read the material before class, this portion of the grade can be low. Some courses also have online quizzes and homework. If students don\u00e2\u0080\u0099t complete this work it can quickly drop their grade. Ask your student how he\/she is doing on these other components of the course. In addition, almost every course will have a final exam. Final exams often comprise a significant portion of a final grade (usually between 20-30 percent), and provide an opportunity to improve grades. \n\u003C\/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EAre you attending class?\u003C\/strong\u003E You may not get an honest answer to this question, but it is important to ask. If your student nods or says \u00e2\u0080\u009cyes,\u00e2\u0080\u009d follow up with, \u00e2\u0080\u009cAre you attending EVERY class?\u00e2\u0080\u009d Class attendance is one of the most often-cited predictor of success in a class. However, attendance does not simply mean being in the seat with an iPhone in hand, Facebook running on the laptop, and chatting with neighbors. Be sure your student understands what it means to be engaged in the class session. Remind your student to prepare for class by doing the readings or assignments, pay attention, ask questions, and, if possible, sit near the front of the room where the professor is lecturing (they will pay better attention). \n\u003C\/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EHave you attended your professor\u00e2\u0080\u0099s office hours or used other academic support resources?\u003C\/strong\u003E It is important to remind your student that professors really do want their students to succeed in their courses - really, they do! However, it is difficult for professors to get to know everyone in large, introductory courses. This is when students benefit from office hours and other support services. When students attend office hours they get to know their professors, clarify concepts that may not have been clear during the lecture, and get their questions answered. Professors often make recommendations on effective study habits. In addition to office hours, be sure your student knows about other campus resources, such as tutoring and study groups. Many of these resources are listed on the Center for Academic Success\u00e2\u0080\u0099s website \u003Ca href=\u0022http:\/\/www.success.gatech.edu\/\u0022\u003Ewww.success.gatech.edu\u003C\/a\u003E. There is tutoring for freshman and sophomore level core course offered almost every day of the week!\n\u003C\/p\u003E\n\u003Cp\u003EThe final message is that is important for students to take responsibility for their grades and ultimately their own learning. They are in the driver\u00e2\u0080\u0099s seat now and must navigate all of the different resources available to help them succeed on their own. \n\u003C\/p\u003E\n\u003Cp\u003EFor more information visit the Center for Academic Success website \u003Ca href=\u0022http:\/\/www.success.gatech.edu\/\u0022\u003Ewww.success.gatech.edu\u003C\/a\u003E.\n\u003C\/p\u003E","summary":null,"format":"limited_html"}],"field_subtitle":"","field_summary":[{"value":"Adjusting to Georgia Tech\u00e2\u0080\u0099s grading systems is a huge challenge for incoming freshmen. Even upper class students can feel like they are starting all over with each new class and each new professor. Often it can be difficult to determine how a numerical grade corresponds to a letter grade, in part because many faculty may grade \u00e2\u0080\u009con the curve.\u00e2\u0080\u009d For example, a 50 percent on an exam in one class could be a \u00e2\u0080\u009cB\u00e2\u0080\u009d while in another it is an \u00e2\u0080\u009cF.\u00e2\u0080\u009d With mid-semester upon us, and progress grades for 1000- and 2000-level courses released, now is a good time to have a conversation with your student about how they are doing academically.","format":"limited_html"}],"field_summary_sentence":[{"value":"Grading systems at Tech can be difficult to get used to."}],"uid":"27164","created_gmt":"2011-10-05 00:00:00","changed_gmt":"2016-10-08 03:11:17","author":"Rachael Pocklington","boilerplate_text":"","field_publication":"","field_article_url":"","dateline":{"date":"2011-10-05T00:00:00-04:00","iso_date":"2011-10-05T00:00:00-04:00","tz":"America\/New_York"},"extras":[],"groups":[{"id":"1298","name":"Parent and Family Programs"}],"categories":[{"id":"129","name":"Institute and Campus"},{"id":"134","name":"Student and Faculty"}],"keywords":[{"id":"594","name":"college of engineering"},{"id":"1235","name":"women in engineering"}],"core_research_areas":[],"news_room_topics":[],"event_categories":[],"invited_audience":[],"affiliations":[],"classification":[],"areas_of_expertise":[],"news_and_recent_appearances":[],"phone":[],"contact":[{"value":"\u003Cstrong\u003ERachael Pocklington\u003C\/strong\u003E\u003Cbr \/\u003EParents Program\u003Cbr \/\u003E\u003Ca href=\u0022http:\/\/www.gatech.edu\/contact\/index.html?id=rpocklington3\u0022\u003EContact Rachael Pocklington\u003C\/a\u003E\u003Cbr \/\u003E\u003Cstrong\u003E404-385-3920\u003C\/strong\u003E","format":"limited_html"}],"email":["rachael.pocklington@vpss.gatech.edu"],"slides":[],"orientation":[],"userdata":""}}}