![]() I also tried a third attempt with different points (3=85% & 2=65%) since I was slightly unhappy that the above function from my second attempt was not monotonically increasing on the interval. My second attempt is more understandable and develops the equation. ![]() My first attempt is odd since it reverses the independent and dependent variables (x/y). This in turn prompted me to find differences and look for a cubic equation with inflection point around (2.5, 75). In playing around with the numbers, they seemed to fit naturally into a symmetric pattern around 2.5 = 75%. In my district, the lowest grade we can assign on a report card is a 50, so a 1 average yields this. A student with a 2.5 average (half twos and half threes, e.g.) should receive a C. In my opinion, all 2s should be enough to scrape by with barely passing the class (60% or D) some may argue that since that student has not shown mastery of the standards he or she should receive a failing grade. In my conversation with she stated (and I concur) that a student with all 3s has met all standards and should receive a B+/A. 1 = below standard shows little or no understanding.2 = approaching standard shows some understanding, with major (or many minor) errors.3 = meets standard demonstrates mastery of a skill/topic, perhaps with minor errors. ![]() ![]() 4 = exceeds standard demonstrates complete mastery and conceptual understanding with no nontrivial errors.While the formulas involved may be too complicated for a gradebook, I approached this problem mathematically: can I create a map from the SBG 1-4 system to the grades I believe they should represent? My understanding of the SBG system is as follows, which informed my selected points and function choice: How do you convert from standard-based grades (often on a 1-4 or 1-5 system) into a percent score required by a gradebook or school district, while still maintaining a sense of what the 1/2/3/4(/5) system means? A twitter colleague, posed the following challenge, which prompted me a great deal of thought: ![]()
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