HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
Tip ca-muhammad usman
1. TEXTILE INSTITUTE OF PAKISTAN
NAME : MUHAMMAD USMAN
COURSE NAME : COMPUTER APLICATIONS
TOPIC : GRADING SYSTEM
TEACHER NAME:SYED ABDUL RAFAY QADRI
3. 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+
4. GRAPHS
0% 500% 1000% 1500% 2000% 2500% 3000% 3500%
Rahim
Anzlah
Ayesha
Danish
Hasan
Irshad
Mir
M.Azfar
M.Ovais
M.Zubair
Raheel
Rakhshanda
Shahrukh
Taha
Usama
First Test
Second Test
5. GRAPHS
0% 200% 400% 600% 800% 1000% 1200% 1400%
Alishan
Asma
Basit
Faizan
Hina
Jawaid
M.Adil
M.Farhan
M.Saad
Nadia
Raheel
Salman
Sunil
Umair
Waqas
Term Report
Best Home Assg.
Best Quizzes
7. 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.
