Hello, this is Sam, and welcome to the unit one recap video. We'll also have a preview of unit two, which is already underway. In this video, I'm going to react and summarize some of the ideas that came up in unit 1, specifically regarding grading and our readings. Normally, this video would have been posted right after the unit concluded on Monday. However, Monday was a holiday, and then I had my undergrad class and other meetings on Tuesday, so it didn't happen as planned. I apologize for the delay, but moving forward, this kind of video will be posted on Mondays to transition between units. Let's first discuss unit 1. In this video, we want to focus on the discussion about grades. There was a great online discussion about what grades truly mean and how we should weigh them. One important idea that came up from many people is that grades are not a single, unified concept. Even though we assign students one letter grade or a percentage, it represents a combination of at least two different components. The first component is the mathematics knowledge and understanding that students have demonstrated throughout the class. The second component is the students' studiousness, or how well they followed the rules and met expectations. These two components might be related, but they can also be separate. Stephanie identified this distinction and referred to the mathematician side and the student side of what we are looking for from learners. Lindsay also alluded to these two separate components when she mentioned that letter grades are not directly associated with the amount of knowledge on the subject. Combining both components into one grade leads to four situations that are worth considering. These situations were brought up by many in the discussion as examples of different types of students and...
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