How Do You Calculate Grade Percentages for Different Course Elements?

  • Context: High School 
  • Thread starter Thread starter Esmée
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SUMMARY

This discussion focuses on calculating grade percentages for a course composed of three elements with different weightings: 50%, 20%, and 30%. The user provided specific scores for each element and sought clarification on how to determine if they achieved the required 50% to pass. The calculation method involves summing the scores for each element, dividing by the number of assessments, and then applying the respective weightings to derive the overall grade percentage. The formula used is: Element1Achieved * 0.50 + Element2Achieved * 0.20 + Element3Achieved * 0.30.

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Esmée
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Hey,

I was wondering whether someone could explain to me how to calculate grade percentages. My degree is made up of three elements. These elements are worth 50%, 20% and 30% each

For element 1 (which is worth 50%) I got:

63%, 61%, 61%, 61%

For element 2 (worth 20%) I got:

65% and 64%

For element 3 (worth 30%) I got:

42%, 58%, 64% and 62%

I need to obtain 50% in each element in order to pass my course. But I just cannot seem to figure out how to calculate whether I got above 50% in each element. I've been trying to calculate it myself, but I just cannot seem to do it :confused:
I'd be really, really thankful for any help!
 
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How you calculate your grade percentage might depend on your institution's choice of using averages for each element or using straight percentages in each element.

Assuming the method is straight percentages of each element:
Element 1 has 4 parts. Sum of each percentage divided by 100 will be the number of parts achieved for Element 1. Elements 2 and 3 would work the same way.
Next, just apply the percentage rates assigned for each element;
What I mean is, element1Achieved*0.50 + element2Achieved*0.20 + element3Achieved*0.30 = Grade Percentage

All that explained was assuming again, that the focus is on actual percentages in each element, and not on averages of each element.
 
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