Cce Boon or Bane

Alfie Kohn discussed multiple fabulous points in his article, “Degrading to De-Grading”. The author suggests more effective ways to assess students’ progress other than numerical or letter grades. Kohn goes into detail about why our current grading system is flawed. Grades can cause students to lose interest in learning which causes them to stop taking challenges. If students are not engaged and interested than they are not retaining the information they are being taught. The grading system can also cause students to develop unhealthy competition with one another for instance, “I got a better grade than you!”. Indeed, grades are a wonderful concept, but they tend to be more hurtful than helpful. In some cases, grades can have positive effects on students. For example, setting goals for various assignments, or receiving help where they are struggling. Though, there are alternatives that could make positive changes in the system.

Many students base themselves and their skills on merely a number and letter: a grade. By revolving an education around a grade can degrade an educational experience and

The grading system is failed cause student focus on score and being on top of the class. In school, children may learn basic academic skills. Also, they may discover social knowledge by attending at the school, which the educational system base for testing and grading; therefore, they will evaluate with marks and understand of teacher’s technique “This stage lasts twelve years, a period during which the child learns that success comes from telling testers what that want to hear”(Baker 72). In fact this structure helps student to prepare for

Farber’s view on the grading system is accurate. The grading does more bad than good, causing students to get stressed and not learn. Students’ spend most of their

Alfie Kohn discussed many fabulous points in his article, “Degrading to De-Grading”. The author suggests more effective ways to assess students’ progress other than numerical or letter grades such as, portfolios or narratives. Kohn goes into detail about why our current grading system is flawed. Grades can cause students to lose interest in learning, this causes them to stop taking challenges. If students are not engaged and interested than they are not retaining the information they are being taught. The grading system can also cause students to develop unhealthy competition with one another for instance, “I got a better grade than you!”. Indeed, grades are a wonderful concept, but they tend to be more hurtful than helpful. In some cases,

There are myriad unforeseen consequences when schools use the traditional grading system. For the past century, traditional grading practices and policies that have contributed to much of the failure of student achievement. The use of the traditional grading system has slowly led to the major issue of grade inflation. Most often students’ grade tend to be inflated with the help of non-academic factors such as homework, participation and student effort. High school teachers tend include effort as part of the grade, giving high grades to students who work in class despite whether they

Michael Thomsen argues against the A-F grading system in his essay “The Case Against Grades.” Thomsen even goes as far to say that the A-F grading system is to blame for the difficulty in reforming American education (1). He supports his conclusion with a few thought-provoking studies and statistics, but overall there are holes in his argument and he does not offer a realistic alternative. Thus, I disagree with Thomsen’s conclusion as I think that the A-F grading system is currently the best method for the United States to use.

Each year, the existence of grade inflation is gradually affecting the quality of education nationwide. Both secondary and primary levels of education are objected to this grading system in which higher marks are issued where it may not necessarily be fitting. Grade inflation not only affects students but impacts instructors, students’ parents, and the educational system as a whole, which creates a chain reaction effect on all. After observing two hundred colleges and universities, a study shows that greater than forty percent of grades distributed were of an A- marking or higher (Newlon 2). The idea of faultily increasing students’ markings proves to only hurt their futures in the long run, setting them up for imminent failure in the real world where a grade cushion does not exist.

The scourge of seven seas that is education is the nationwide practice of grading. The initial purpose of the practice known as grading was to measure a student's level of success involving taught subjects. However, over time it has evolved into a different animal altogether and has sparked controversy in the minds of those under its influence. In one essay titled, “A Young Person's Guide to the Grading System,” Professor Jerry Farber states his thoughts on the imperfect practice. Within the paragraphs, he outlines the effects of the grading system on students and a possible solution to the situation. Over the course of the essay, I agree with his explanation of the effects that grades have on the student's’ mind,

Firstly, it considers several criteria for graduation such as in class participation, extra circular activities, short tests administered twice before the FCAT and a final test- the FCAT- which includes multiple choice as well as short answer questions to evaluate the understanding of students. All these tests should be written exams to prevent inequalities amongst schools such as problems for schools who do not have the resources to arrange for online tests and it only creates more problems than it solves. This will also allow for a broader curriculum as students are engaged in extra circular activities and learning other subjects except for the ones offered on the FCAT. Teachers will not be covering just what is going to be on the test because it is not multiple choice or predictable anymore. It depends on other variables too. Secondly, for other grades, shorter tests should be administered- one at the beginning of the school year, one in the mid, and one at the end. This will still provide a measure of student progress and achievement but their achievement will not be based off just one test but a series of tests. These tests should cover theoretical as well as practical aspects including short, long and some multiple-choice questions. This will show that the student has understood the concepts and is not just filling in the bubbles. Third, teacher’s evaluations and pay should not be based off their student’s score but their abilities. Fourth, do not evaluate schools by giving them just a letter grade or holding them accountable for student score but instead, look at student progress through years and provide the necessary resources for improving the achievement. And lastly, arrange parent-teacher meetings to discuss the progress of their children and make them aware of their strengths and weaknesses so that parents can help them at home. This policy is the best policy because it does

Students do not learn in the same way, they are individuals. Thankfully for society, students bring to schools all kinds of intellect. Some students excel academically, others are artistic talents and others have vocational talents that VCE exams do not take into consideration or measure.

Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material. The current grading system should be upgraded and every school should incorporate the plus/minus system in their method of grading.

From the data in Table 2 it can be explained that the value of usable indicator varies from 75.0 to 100.0 with a range of 25.0. The average value of the usable indicator 81.9. Value of easy to use varies from 75.0 to 91.7 with a range of 16.7. The mean value of easy to use indicator is 82.1. Meanwhile the value of appealing indicator of implementation of learning model varies from 91.7 to 100.0 with a range of 8.3. The mean value of the appealing of implementing the learning model is 93.1. The mean value of usable, easy for use and appealing indicators can be grouped into very practical category. The mean value of three assessment indicators of implementation the contextual learning model is 85.7. This average value can be entered into a very practice category according to science teachers.

A curriculum that makes all Indonesian children dizzy. I think the 2013 curriculum is very difficult, the previous study time is only 2 hours can now reach 3-4 hours. Assessment is also obtained from all aspects, not from the test scores alone. In the curriculum 2013 students are required to be active in the classroom, students are also required to find their own material. In the current curriculum, such teachers become "unemployed", teachers come to class, give new material without explaining it to their students first. And the task given to students is also not easy, mostly looking on the internet. Learning materials are too heavy, so the study time in school is too long. I think there are advantages and disadvantages of applying the curriculum 2013. The advantages with the globalization of education in Indonesia must follow the times. The disadvantage of this curriculum change is too sudden, a few years ago have changed the current curriculum change again. In addition, the methods and learning materials were changed a

The phenomenon of grade inflation is affecting the quality of education throughout the country. Most of the students- at every level including high schools, colleges, and universities- are receiving higher grades to which everyone is not entitled to receive. Grade inflation is similar to the concept of inflation in which price of commodities rise, impacts students, instructors, their parents, and standard of education. Several studies made in this regard confirm that grade inflation is a reality and a fact. The problem of grade inflation is continuously increasing compared with the past. Several studies confirm by making comparison of grades being currently obtained by the students with the grades obtained in the past that educational institutions are deliberately awarding higher grades to their students. Partial motive of awarding higher grades is market factor in which their students become competitive while applying for a job or moving to the next level of education. (Bok 211) Today, schools, colleges, and universities are using grade patterns in which students get higher grades for the similar quality of work being done by the students in the past and getting low grades. It means that it has become easier now to get higher grades like 'A' than in the past.