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Thanks for the acknowledgement. As a business prof, I should read the
book, myself. Prof L


> Prof. L: Very true....it seems as if the people succeeding in business
> today are the most aggressive to the point of being ruthless. Perhaps this
> has to do with EQ (emotional intelligence) though I never read the book by
> Goleman. Barb Stout
> PS: To Melodye Wiems -- I haven't forgotten - I've been busy.
>
> On Wed, 7 Jan 1998, Sue Lorraine Lavorata wrote:
>
> > I want to clear up my response. When they say performance correlating
> > with GPA, it seems that they are comparing one's GPA with one's later
> > accomplishments on a job or a career. Just because a person gets a
> > 4.0 GPA does not necessarily mean that they will be successful in a
> > career. Commonly, people with neurological disabilities, have
> > high GPAS, but due to their disabilities, cannot perform in most
> > careers.
> > Prof L
> >
> >
> >
> >
> > > At 11:54 AM 1/6/98 -0800, Roger wrote:
> > >
> > > >What does the following quote from your recent email mean to you?:
> > > >
> > > >"Only 3 of 46 studies reviewed in 1971 showed a significant relationship
> > > between GPA and performance; half the studies showed no correlation
> > > whatsoever."
> > >
> > > I know that many of those of us who have been involved in some kind of
> > > grading system are having to wrestle with the questions you have raised.
> > > For one thing, your question,
> > >
> > > >Would all the studies have used similiar or consistent performance measures?
> > >
> > > I think is really at the core of how those of us in academic situations use
> > > grades.  The studies done ten or so years ago showed that there _weren't_
> > > consistent performance measures then being used in the grading.  And even
> > > today, I am not sure how consistent college grading is with any performance
> > > measures.  Ohmer, whom I cited in my last posting, seemed well aware of the
> > > complexity of the grade "problem":
> > >         "There is certainly no single recommendation for improving the grading
> > > game" Ohmer wrote; "the magnitude of the grading system, the complexities
> > > of subject matter, smugly recalcitrant faculties, and the varying aims of
> > > colleges and universities signal the necessity for several approaches if we
> > > hope to make even a dent in the academic armour surrounding the grade issue."
> > >
> > > There were other indicators of problems with grading consistency.  In the
> > > period from 1965 to 1980, average GPA's rose nationwide, while SAT scores
> > > fell.  By 1990, as I recall, U.S. high school students had the highest
> > > confidence in their ability to do math of all the industrialized nations,
> > > yet had one of the lowest scores in standardized math tests.
> > >
> > > Although employers and graduate schools still seem to give a certain weight
> > > to the meaning of GPA's, many (most?) faculty still have no consistent
> > > standard, other than an arbitrary "percentage" -- of what? -- often
> > > performance in unstandardized tests and quizzes.  Often, "academic freedom"
> > > is cited as a reason not even to talk about this difficult issue.  I think
> > > it might feel threatening at first to have to admit that, as St. Augustine
> > > said, "I measure it: But what it is I measure, I do not know."
> > >
> > > There are exceptions to this.  The medical field and certain others have
> > > definite performance standards for competency.  National councils have been
> > > working on standardized competencies for English, math, etc.  I have not
> > > seen any data recently about how many colleges have adopted
> > > performance-based assessment, or how many of those colleges use that
> > > assessment in the assignment of grades.  One excellent summary of the move
> > > towards consistent performance assessment is in the first chapter of
> > > Marzano, Pickering, and McTighe's _Assessing Student Outcomes_ (Alexandria,
> > > VA: ASCD, 1993).
> > >
> > >
> > >                                 Neal Steiger
> > >                       NH Community Technical College
> > >                         379 New Prescott Hill Road
> > >                             Laconia NH  03276
> > >                 phone:  603-524-3207   fax: 603-524-8084
> > >           "Even a planarian worm can learn."  --Eunice Cornish
> > >
> > Sue Lorraine Lavorata
> > E-MAIL:  [log in to unmask]
> >
>
Sue Lorraine Lavorata
E-MAIL:  [log in to unmask]