How to Game a Grading Curve

Students at Johns Hopkins do something everyone always jokes about a game their teacher's grading system

Kram
Posted on 2/20/2013

Inside Higher Ed covers how students at Johns Hopkins banded together to ensure a 100 for everyone in the class:

Since he started teaching at Johns Hopkins University in 2005, Professor Peter Fröhlich has maintained a grading curve in which each class’s highest grade on the final counts as an A, with all other scores adjusted accordingly. So if a midterm is worth 40 points, and the highest actual score is 36 points, "that person gets 100 percent and everybody else gets a percentage relative to it,” said Fröhlich.

This approach, Fröhlich said, is the "most predictable and consistent way" of comparing students' work to their peers', and it worked well.

At least it did until the end of the fall term at Hopkins, that is.

As the semester ended in December, students in Fröhlich’s "Intermediate Programming", "Computer System Fundamentals," and "Introduction to Programming for Scientists and Engineers" classes decided to test the limits of the policy, and collectively planned to boycott the final. Because they all did, a zero was the highest score in each of the three classes, which, by the rules of Fröhlich’s curve, meant every student received an A.

“The students refused to come into the room and take the exam, so we sat there for a while: me on the inside, they on the outside,” Fröhlich said. “After about 20-30 minutes I would give up.... Then we all left.” The students waited outside the rooms to make sure that others honored the boycott, and were poised to go in if someone had. No one did, though.

 

Ringleader Andrew Kelly explained to students via email that there would be no benefit to fighting the strategy -- "handing out 0's to your classmates will not improve your performance in this course." How the students managed to stay on the same page?

Kelly said the boycott was made possible through a variety of technological and social media tools. Students used a spreadsheet on Google Drive to keep track of who had agreed to the boycott, for instance. And social networks were key to "get 100 percent confidence that you have 100 percent of the people on board" in a big class.

Fröhlich took a surprisingly philosophical view of his students' machinations, crediting their collaborative spirit. "The students learned that by coming together, they can achieve something that individually they could never have done," he said via e-mail. “At a school that is known (perhaps unjustly) for competitiveness I didn't expect that reaching such an agreement was possible.”

Although Fröhlich conceded that he did not include such a “loophole” in the policy “with the goal of students exploiting it,” he decided to honor it after the boycott.

 

Although Professor Fröhlich has changed his graading scheme going forward, it's still very respectful of him to honor the loophole that he created. I can't imagine this is very relevant to anyone's classes this semester, but if so, now you know.

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