On Grading

The following points on grading were reached by the faculty of Romance Languages after a number of group discussions during the 2001-2002 academic year.

The Department of Romance Languages abides by the grading policies described in the Wake Forest Undergraduate Bulletin.

Grades are the means to record and reflect the student’s work and learning in a particular course. The Department of Romance Languages understands the importance of having clearly defined grading policies. To that end, and in order for teacher and student to have a clear understanding of the course expectations, the Department will make sure that:

• All course syllabi will indicate the grading criteria for the particular course. Furthermore, each course syllabus will include a reference to the grade policies described in the WF Undergraduate Bulletin.
• In courses where the breakdown on percentages is determined by the individual instructor, the instructor will make every effort to establish a reasonable balance in the percentages given to the different aspects befitting the objectives of the course.
• Because of the nature of the discipline, Romance Languages courses are based on interaction between teacher and students, and among students themselves. For that pedagogical approach to achieve satisfactory results, attendance and active, engaged class participation are expected in this department. If there are different levels of expectation related to class participation, the teacher will explain those expectations to students.
• In order to evaluate the quality of oral participation, the Department recommends, when appropriate, the use of a grading grid comparable to existing grids for grading writing.
• Grades should be determined by the work of the student in relation to the expectations for the particular course. In order to maintain the integrity of the system, no outside pressures should come in the way of a grade. The student should not expect a better grade because of her or his plans for graduate school, scholarships, or any other factor outside of his or her performance in the course. Nor should the student expect a correlation between a number of hours spent preparing for a test or studying for a course and a particular grade. Effort is not a measurable factor in itself; it becomes measurable when it translates into better performance in tests, essays, etc. Although the instructor will assist the student in his or her progress, the grade will be ultimately determined by the student’s work as evidenced in papers, essays, presentations, exams, and all other testing means.
• Teachers, in turn, should not grant undeserved grades on the expectation of greater popularity among students or as result of pressure from students. To be demanding and yet fair is the obligation and challenge of the teacher.