Quote:
Originally Posted by Unregistered
I have some very straightforward questions about this.
Based on what I've heard, major significant mistakes usually warrant a D while minor significant ones warrant a C-.
However, since it is a must for every school to dish out at least a few C-, does this mean that:
1. Performance grades in a school are based on a bell-curve? Also, for grade C, how many different segregations of performance are there (e.g. is it 1.25/1.5/1.75?)?
2. If you're in a "chiong" school, simply doing the bare satisfactory minimum (no significant mistakes made) may also warrant a C- because others are seen to be performing better?
3. Has there been any past cases where an individual felt that the given grade was unfair or poorly justified, and tried to dispute?
Thank you  |
Can’t answer all, but will try answering Q1 and 2 based on experience.
It wouldn’t fit exactly into a bell curve, but yet somewhat like it. The better performance grades will have fewer people, while C and C+ will have the majority of people - that’s the part it resembles bell curve.
If everyone is deemed to have C or above performance grade, then the last or last few ranked officers may get C- because we have to adhere to the quota of C-/D. Note that C- is not to say the officer didn’t perform to the sub-grade’s performance, but that he/she performed RELATIVELY weaker.
We tend to band a number of teachers together within each performance grade, ie, their performances are similar to one another, but yet different across bands. This allows the P to then vary the quantum given for each band within the allowed quantum band for the sub-grade’s performance grade - panel does not decide on quantum.