Grading System Rationale

According to a survey conducted by Robert Winberg, two of every four students prefer taking traditional tests over any other grading evaluation. In fact, most schools do not use a typical grading system like most people would think. Most schools have decided to try a different method. This method assigns students a long-term assignment where they must produce a project and present it at the end of the period, to show what they have learned. Teachers may find this effective, however I do not believe this to be the best option. Despite the horrible opinions and rude sayings about tests, homework, and quizzes, I think they are more effective. I believe the traditional grading system is a more effective way for teachers to grade than an oral-presentation because it is less time consuming, better for kids with social anxiety, and it gives students time to prepare and learn.

The American education system has not changed drastically since the 1900s. In the early 1900’s before grading, teachers were expected to communicate in depth to their students on how they were doing in the class. This worked well for small groups and individual tutoring. The ability for this information to be passed on to those who were not involved with the learning process, such as employers and parents was limited. By the mid 20th century schools changed drastically as they introduced grades in the form of letters. The American schools now became more standardized as A, B, C, D and F represented ones grade. Depending what percentage a student received determined letter they got. An example is an A is a mark of 90-100%

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.

Pragmaticism, indeed, will dictate that schools, assessments, and organizations long-established will not be altered for light and short-lived causes. Hence, a gradual shift in culture and method must occur which reforms the quantitative nature of grading systems. However, let the negative effects of the current grading system be known in a direct way:

In “How Grading Reform Changed Our School” by Jeffrey A. Erickson, the Assistant Principal of Minnetonka High School in Minnesota, Erickson assessed how and what things are taken into account when distributing grades. Erickson claimed that the accuracy and truthfulness of grades are misrepresented with many common components that seem to be used for general grading standards.

First and foremost, letter grades have been used since the 19th century without any complications. “The traditional grading scale is universally recognized. Virtually everyone knows that earning an A is good while earning an F is associated with failure. The traditional grading scale is easy to interpret and understand. The simplistic nature of the system makes it user-friendly for teachers, students, and parents. It also allows for a direct comparison from one student to another within a specific class” (Meador). Ultimately, parents remember and understand the letter grading system. It's easy to be happy that their child earned an

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

Introduction Many colleges and universities have adopted or are considering adopting a grading system that provides a larger number of marking choices than the A through F whole-letter system. This usually takes the form of a plus-minus (+/-) grading system in one version or another. While a variety of reasons have been put forth for the move to +/- grades, a key motivation

Harvey C. Mansfield, professor of government at Harvard University, begins his published piece, “Grade Inflation: It’s Time to Face the Facts,” in The Chronicle of Higher Education, explaining his two grade system he’s implemented at Harvard University. Mansfield’s grading system operates by giving one fourth of his students As and the other fourth A-s; the second part of his system is a private grade granted by either him or the course assistants. The private grades expose the students’ flaws and weaknesses; revealing their true merits. The problem he identifies is that A’s are given freely to students with insufficient intention; students no longer struggle to earn excellent marks. He assumes his readers are concerned about grade inflation and hopes college professors and administrators might implement his ideas. His primary claim is one policy, and his purpose is to convince his readers to revolutionize the grading model today and abate the grade inflation statistics.

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,

    It's June, and another graduating class is hoping, among other things, to achieve high grades. Of course, "high" is a subjective target. Originally a "C" meant average; today however, the expectations and pressures to give and receive "A's" and "B's" takes its toll on teachers and students alike. This nullifies the value of the traditional grading scale and creates a host of entirely new problems. The widespread occurrence of grade inflation seriously affects the credibility of secondary and post-secondary education in America.

When helping Northern Arizona University (NAU) address Core Component 4. B, a colleague was overheard making a comment. The colleague said “We already do assessment. We give grade and course evaluations. If you want to know how much students are learning, look at their grades and course evaluations.” The following paper will describe why grades are not acceptable methods for student learning. Additionally, it will propose a few questions that will make course evaluation data more useful in addressing accreditation requirements. Lastly, it will outline how NAU can effectively address Core Component 4. B.

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.

Over the past few years, the traditional grading system of A’s, B’s, C’s, D’s, and F’s have slowly faded away only to be replaced by the insufficient “Standards-Based Grading”. While some schools are adopting this unorthodox grading system, several others still continue to follow the traditional “A-F” grading system. Many believe that the standards-based grading system does not work well with all students and doesn’t accurately grade them. Standards-based grading is a fairly new system of grading where the student is evaluated on his or her ability to complete an assignment and master the concept, not by what they get right or wrong on each individual assignment. This has been very confusing to those who are unfamiliar with standards-based