This design for projects in computer courses can be applied to other contexts. It “tends to enable all students in the class to achieve their maximum potential. Each project is structured at three progressive levels of difficulty corresponding to three prospective grades A, B, and C. The B-level is an extension of the C-level and the Alevel is an extension of the B-level. Each student starts at the C-level and progresses as far as possible and is scored accordingly” (Leeper, 1989, 88).
Each assignment has three parts:
It is important that projects are progressive. Otherwise, some weaker students may select 'A' and then get stuck, which will lead to an 'F' (failure).
There are two steps:
E.g. on a scale from 0 to 20 points:
18-20 = A 16-17 = B 14-15 = C 12-13 = D
Level factors:
A = 20/20 B = 17/20 C = 15/20
Here is an example presented by Leeper (1989: 90) for teaching a computer class.
The grading system is patterened after Linda Rising (1987):
“A project is assigned a score of 0-4 points for each of these factors. These scores are totalled (maximum is 20) then multiplied by the level factor that corresponds to the number of steps completed by the student for this project. This result is rounded then converted to a letter grade. For example, suppose a student submits a B-level project and the scores are as follows:” (Leeper, 1989:90):
Total = 18
The level factor for project level B is 17/20. Multiplying the total score by this factor
18 x 17/20 = 15.3 (Rounded to 15)
Therefore, the final grade falls in the C range.
Leeper resports that this method resulted in significantly fewer "A" and "F" grades and significantly more "B", "C" and "D" grades.
This result should interest many teachers since the idea is to leave as few students as possible behind but also to set high challenges for the best.