Final grades PSYC1101 Spring 2008 are worked out as follows:

• The 5 test scores (100 points each) are added, for a max of 500 points for tests.
  
  
• The 3 homework scores (25 points each) are added, for a max of 75 points for homeworks.
  
  
• (Total classes attended) is divided by (total classes for which attendance was taken) and multiplied by 25, for a max of 25 points for attendance.
  
  
• Points for tests, homeworks and attendance are added (max points 600) and divided by 6 for a total percentage score for the course.
  
  
• Extra-credit points for research participation and/or e/c assignments are added to the total percentage score for the course. Maximum is 4% extra credit for any combination of research participation via Experimentrix (1% per hour) or e/c exercises in- or out-of-class as offered.
  
  
• Maximum total percentage is thus 104%.

The following are minimum total percentage points to get each letter grade:

• A: 90%
• B: 80%
• C: 70%
• D: 60%
• Students taking the class Pass/Fail must make a minimum grade of C to pass.

Criteria used in making grading decisions:

• I will usually round up, for example from 79.5% to 80%, but don't count on it (sometimes the tests may have been extra easy, for example, or I was generous with extra-credit opportunities - then the cutoffs will be firm)
  
  
• When grades are "borderline" I take into consideration attendance, whether or not you've done all the extra credit available, and any other factors that may be relevant in making a discretionary judgment.
  
  
• "Borderline" usually means within a point of the cutoffs specified above, not the more generous definitions that disappointed students prefer to use.
  
  
• As a general principle, I will never work harder for your grade than you do. Students who have poor attendance or who don't do all the extra credit available should not expect me to "make up" points for them. Students who have done all that is in their power to do their best can be assured that this will be carefully considered in making any borderline decision. I try to apply consistent standards and treat students fairly, as well as fulfill my responsibilities to Georgia Tech in making difficult decisions about grades.
  
  
• In making discretionary judgments, the focus is on giving a grade that fairly represents the student's performance in the class. Needing a better grade to keep your scholarship, parents' approval, or good academic standing is not relevant to decisions on final grades. Those issues should be addressed with me early in the semester so we can work together throughout the course to help you do what it takes to get the necessary grade. If you lose your scholarship or desired academic standing, it is because of your entire academic situation, not because there were one or two questions you got wrong on my last test (the extra credit is offered to cover that situation).

Grading problems:

• If you feel there has been an error in working out your grade please let me know as soon as possible. Work out your grade as described above and specify the reason for your concern when contacting me. I want you to get every point you have earned.
  
  
• If you are unhappy with your final grade but agree that it has been worked out correctly as described above, please don't ask for a better grade, or extra opportunities to make a better grade, as a "favor" at the end of the semester. The answer to such unfair requests must always be "no".

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dileader@mindspring.com