I will agree with that accounting. I too believe that anything @ 70% or less establishes an “I don’t get it” student.
For clarification, I teach post secondary level, at a two year institution. What amazes me is that many of the students in my class were sent forward without any consequences to what they had or had not learned in the primary and secondary education environment. This leads to entitlement. When confronted with not making a passing grade or passing the course, they question the process, even with a clear and concise syllabus with measured outcomes. The issue is that the educational system wants to be inclusive of everyone and alienate no one through the embarrassment of a failing grade. That is my only point in the argument. Failure is not failure, it is an opportunity to learn, but grading is required for a fair and level playing field.
I appreciate your points and believe that there is a place to collaborate and achieve parity without alienation of the student.
Thanks again for allowing me the opportunity to respond.