Use this calculator to calculate your weighted average grade and determine what grade you need on the final exam.
| Assignment/Exam | Grade (Numerical or Letter) | Weight (%) |
|---|---|---|
Final Grade Planning
Use this section to find out what grade you need on the final exam.
Brief History of Grading Systems
The concept of grading has evolved significantly over time. In 1785, Yale University ranked students based on classifications such as “optimi” (the highest rank), followed by “second optimi,” “inferiore” (lower), and “pejores” (worse). At the College of William and Mary, students were categorized as either No. 1 or No. 2 — No. 1 signified students at the top of their class, while No. 2 represented students who were orderly, correct, and attentive.
Meanwhile, Harvard University used a numerical grading system ranging from 1 to 200, except in mathematics and philosophy, where the range was 1 to 100. Later, around 1883, Harvard shifted to a “Class” system, ranking students as Class I through V, with Class V indicating a failing grade. These early examples highlight how subjective and inconsistent grading systems were across institutions, reinforcing the eventual need for a more standardized approach.
The Introduction of Letter Grades
In 1887, Mount Holyoke College became the first institution to introduce a letter-based grading system similar to the one widely used today. Their scale included A, B, C, D, and E, with E marking a failing grade. This system was much stricter compared to modern standards — any score below 75% was considered a failure. Mount Holyoke later refined its grading by introducing F for failing grades, while adjusting the percentage thresholds.
Over time, the letter grading system gained widespread acceptance among colleges and high schools across the United States. However, significant variations still exist today, including different percentage cutoffs for letter grades and the use of modifiers like pluses and minuses (e.g., A+ or B-).
Exploring Alternatives to Traditional Letter Grades
While letter grades offer a straightforward way to summarize academic performance, they may not always provide meaningful feedback, especially for subjective assessments like essays or creative projects. In areas where work is more qualitative, detailed written evaluations could offer more insight into a student’s strengths and areas for improvement.
Some schools have adopted alternative evaluation methods. For instance, Saint Ann’s School in New York City does not use letter grades at all. Instead, teachers provide detailed anecdotal reports for each student, focusing on growth, understanding, and skill development rather than simply assigning a grade. This approach aims to foster a deeper love of learning and personal improvement rather than encouraging students to chase high grades.
However, despite the potential benefits, such systems are rare. One challenge is the time commitment required to produce individualized feedback, particularly at larger universities where professors may have hundreds of students. As a result, most educational institutions still rely on letter grading for its efficiency and simplicity.
Schools like Sanborn High School are experimenting with more qualitative grading approaches, but scalability remains an issue. A blended model — combining traditional letter grades with more personalized feedback — could offer a more balanced, realistic, and student-centered approach to education. Until such changes become widespread, letter grades will likely continue to play a major role in academic evaluation.