The Expectancy Theory

Education is a long-term investment. We, as students, work hard to acquire knowledge and to hone our skills so that we may use them one day. The effort we put into a single assignment should be considered as both for that specific assignment and for our rounding as complete, educated individuals. And with this mindset, students should be motivated even more to put more effort and hard work into academics, with the goal of bettering themselves for the future and advancing their prospects as individuals. And with this hard work and effort will come progress, and this progress should be reflected in the grading—not necessarily on individual assignments, but on the student’s education as a

Traditional grading system will be my focus of this essay. Grading as numbers or letters, a conventional way of assessing

Historically, letter grades have served as a tool to rate educational intelligence. By looking at the progression of a student’s grades over time, people are able to determine whether or not the students are developing skills in certain areas. Using a one letter grade to determine progress has received many critiques as a common system used in America’s education. Critics claim letter grades cause students motivation and creativity to decrease because grades shift students focus from learning the material to obtaining a good grade.

the question, what do grades really measure? Obviously, good intentions or the amount of work

The system should be able to produce a final score out of ten for each student.

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:

They may contend that students should want to do well for themselves and their own future and should not expect a reward especially bribery. They may also say that this will encourage cheating in schools. However, this is not true for all students because some individuals may need some incentive in order to do well and actually pay attention in class or to the teacher. Some individuals may need that extra push and that idea of an extrinsic reward. Schools chief Arne Duncan observed that when he went to schools they seemed more excited and the excitement increased when they got their checks (Ripley, 5). Sometimes the idea of getting a reward pushes individuals to do better than they usually would. In this case, the reward would be pushing the students to get better grades in school and generally do better in school to get their reward, money. Many studies showed, there were students that no matter how hard they tried they were unable to get the “A” grade to get the reward (The Time Schools Tried, 2). Even if the student does not earn the money, at least they tried and their grade has made a small improvement since their last report card. In some cases even graduating earned the students money. Having the extrinsic reward

He feels as though the many problems in the “academic promotion system” are because of these special rewards that teachers give to students to do better school work are doing more harm than good (Martin). Martin feels as though using the finding in Punished by Rewards in colleges/universities would change education in America for the better. Not only does he see the negative affects of rewards in education, he sees them in colleges, jobs, and competitions as well. The use of rewards causes people to do better; however, they do better for insufficient reasons. Though Brian Martin agrees with Koh’s ideas, he believes that the most harmful use of reward is seen through grades and/or degrees that are given to students. Students are only trying hard because they want a “good” grade, not because that actually want to learn; and this is a large problem in the field of education

students who receive money for their grades are not providing the love for learning .the bigger the reward, the more damage done. students should be able to focus on the thrill of learning rather than consuming more wealth. “rewards that are materialistic kill inborn

Grades for mis-behaving/ mucking up students etc are excellent to show them they need to work harder.

to achieve good grades, was the last and final goal in the academic lives of some students. This is a standard method that was created several years ago to support a form of knowledge of the students of the classification to focus on just one letter or number: your individuality and creativity is not just or Edel encouraged over the years in American schools. In addition, they have set aside for schools and universities would be able to assess their candidates. But while these institutions can not accurately assess the future students, all based on a system that is more and encourages memorization in some cases of fraud, as because of the accumulation of long-term benefits learning for knowledge future ". For this reason, colleges and universities

Similarly, Cascio (1991) suggests that the combination of the following five requirements along with a performance based pay system can also have a very significant impact on performance. The first of these is skill variety, where a wide variety of tasks or procedures is available to the employee. Next is task identity, where the employee can clearly identify the output of a task as a product of their efforts. This is followed by task significance, where the work is recognised as important and meaningful. After this comes autonomy, where the employees have a major say in work planning and execution. The final requirement is feedback, where employees receive constructive advice or criticism on their performance.

A student can be excluded from their peer groups because they have a bad grade. Being left out can make a student not want to improve academically. If they get bad grades others will see them as a poor student and will expect them to do poor in life. The process most schools use to evaluate student performance is grade point average and class rank. The academic recognition programs that exist in the United States are driven by a student’s grade point average and class rank. Those measures serve as the primary method in establishing student recognition. If this ranking is not the sole factor in the recognition program, it is always included in the student’s assessment. The school culture recognizes individuals that are in the top one-third of the school’s class rank

description of why an essay would receive that score. The score tells you in general

Valance is the value that the individual places on the rewards. If a person desires the reward, then performance will be motivated to obtain the goal. If the reward is undesirable, then performance and motivation will be low.