摘要：This study addresses the determination of course grades. Somewhat
traditionally, course grades have been based on a single rubric for an entire class.
Under this model, the inherent, unstated assumption is “one size fits all.” Some
students learn best through visual stimuli, while other students learn best through use of
one or more of the other senses. Most learn best through the use of some combination
of the various senses. An approach to course grade determination and calculation that
allows for the uniqueness of each student to be incorporated could offer a better model
for course grade determination.
