Essay Abolish Grading

  • To stressful for kids

    This system is way to stressful for kids. They might stay up all night studying for a test just to fail because they do not undersand the subject. Well we do need a gradeing system, perhaps it should change and have a new format that awards them for what there behavor in class is like.

  • Grades are potentially ruining the self esteem of students.

    When students see their grade in a class and it is not good, all they can think about is that it is over and they cannot fix it. They think that seeing a grade that they are unhappy determines their future. A student may get a class that they cannot get a good grade in even if they are hard working. This destroys their self esteem and just starts a downfall from there. A student should be able to get graded only on how hardworking he is in the classroom or how progressive he is. Not based on if the teacher dislikes them or because they got a messed up test.

  • The only point of grades is to rank people for our economic system structure

    Good grades, when the person is liked by teachers and students, increase narcissism, self-importance, complacency and stops people challenging their weaknesses (because they don't believe they have any) and make people, who are in the end just human beings, think they are better, even if they don't obviously show it, to those who do less well then them. If the person has worked hard, it is often only for the grade, and being scared of being seen as a failure/not getting a job, and then work tirelessly and slave-like on something often not really all that beneficial to society. Those who get bad grades constantly often get low self esteem, despite the fact this is mostly due to upbringing rather than genetics, and some become jealous and pick on kids, who are not popular, who get good grades. Some kids who are bullied get bad grades because of the pressure. Not always are assignments wholly non-opinion based and prejudice can skew scores. Some kids get anxious and so results don't reflect there actual capabilities in a subject. Not all qualities are graded; compassion, empathy, practical ability, wit, creativity, imagination for instance. The point of academia, learning to challenge arguments and evaluate the evidence before making hard conclusions are completely lost when students are delivered grades and see there work as a personal quality. I think society would be happier, and more people would be interested in academic subjects, if we admitted that all people are a mix of being skilled in some things and not in others, and academia is not everything in life. Would you rank members of your family up by picking one quality and punishing them for it, instead of appreciating each of them differently for there uniquenesses? Why do the same with society? What's the point except to keep a system in order? If people are studying in college for say - a surgeon for instance - why not just let students study for free, let them practice until they have mastered the technique until they pass (no grades - just pass or fail) if someone does have difficulty they'll soon realise, and if they are not feelig ashamed of themselves they'll move on to a different job, people are human, not machines.

  • Grades don't matter

    Grades do NOT help you become a better person, they LOWER self-confidence, and they are an INCORECT measure of a student's smartness. Based on my school experience, and countless others around me, I have seen that grades are worse, rather than better. One of my closest friends attempted suicide because her parents were going to throw her on the streets if she didn't have all A's. I went to one of those schools where doing your homework and getting good grades was cool and as a result, there were so many people that left, bullied, and I personally hated myself because of my grades. I made D's no matter how hard I tried. I was severely bullied because I was stupid and couldn't get a single A. I hope that no child should ever have to go through that. It's not fun and it's incredibly rude to judge off of grades.

  • Students are categorized by a letter

    A letter shouldn't define how smart a student is, nor should it define how "dumb" they are either. Students are demoralized in school, they work so hard, just to find out their work wasn't good enough, well that's the teachers option at least. How should a letter define a students knowledge? A letter? If we had a pass/fail grading system students would actually learn, there would be incentive to push the student further, to know the material in order to pass, if not the student fails. Simple. Harvard, and Yale have even used this grading method. It works

  • Grades are motivation not to learn, but to memorize only for the next test.

    Many students may find that they are interested in certain subjects, and they are therefore fully willing to go forth in that subject and truly learn. Meaning recalling information, possibly even months after its been learned. Whereas students focused on grades and not content, a vast majority of the time, are interested solely in getting the best grade possible, cramming info, and just throwing it on paper, and leaving it behind. Especially in such subjects as math, the sciences, the grade is what counts, not whether or not you understand or have truly learnt, and are able to and willing to deduce new information. There is no problem solving built here, but only a motivation to just get the grade and move on. The most infuriating is the subject of the languages, and their corresponding courses. Poetry is on a vast and unprecedented scale, hated by many students. Many will refuse to write poetry, or even a simple story, an much worse, refuse to read any of these. The reasons is greatly because the writing they preform gets a subjective grade and promotes direct and boring work. No teacher wants to grade a stack of 45 + papers that prompt true interaction with the reader, do they? This also spreads into the essay, resulting in bland, boring essays that are scanned and have a grade slapped on. So essentially the grading system promotes laziness on both ends. Making teachers jobs a "give the kids this info, then test them" compared to "teach these kids about this, and show them how it is to love learning". All in all the grading system is a vast and broken system that promotes laziness on both ends, and never really teaches anyone, or shows them how to learn.

  • Grades are motivation not to learn, but to memorize only for the next test.

    Many students may find that they are interested in certain subjects, and they are therefore fully willing to go forth in that subject and truly learn. Meaning recalling information, possibly even months after its been learned. Whereas students focused on grades and not content, a vast majority of the time, are interested solely in getting the best grade possible, cramming info, and just throwing it on paper, and leaving it behind. Especially in such subjects as math, the sciences, the grade is what counts, not whether or not you understand or have truly learnt, and are able to and willing to deduce new information. There is no problem solving built here, but only a motivation to just get the grade and move on. The most infuriating is the subject of the languages, and their corresponding courses. Poetry is on a vast and unprecedented scale, hated by many students. Many will refuse to write poetry, or even a simple story, an much worse, refuse to read any of these. The reasons is greatly because the writing they preform gets a subjective grade and promotes direct and boring work. No teacher wants to grade a stack of 45 + papers that prompt true interaction with the reader, do they? This also spreads into the essay, resulting in bland, boring essays that are scanned and have a grade slapped on. So essentially the grading system promotes laziness on both ends. Making teachers jobs a "give the kids this info, then test them" compared to "teach these kids about this, and show them how it is to love learning". All in all the grading system is a vast and broken system that promotes laziness on both ends, and never really teaches anyone, or shows them how to learn.

  • What happened to learning?

    Grades de-emphasize the importance of learning. Never has ANYBODY asked me, "What did you learn today?" but rather "What grade did you get?" Grades are so heavily emphasized, it trumps the need to gain information and apply skills to life. High grades are the goals for many, and students always take the easy way to obtain these high grades (cheating).The love of learning new things is lost to grades, which measure your intelligence and competence. Smart, successful people get A's and losers get F's, right? This creates stress and lowers self-esteem. Grades do no good and definitely should not be a way to measure a student's intelligence.
    Instead of grades and standardized tests, I think teachers should take more responsibility in ensuring success in students. After all, your children's education and future lies in their hands. Instead of labeling them with A's and B's, teachers should write qualitative summaries of the student's progress and meet with parents regularly. They should encourage the student's interests and strengths and help them with their weaknesses. This will allow students to flourish and help them realize the kind of person they want to be in life.

  • Grading systems should be abolished for the development of students' attitude towards learning and studying.

    In the late 1700s, educators came up with the system of grading students by giving the best learners A's, the next B's. As education have been developing, in the late 1800s, schools have been grading students from A to F. In the twentieth century, educators have been grading students by adding pluses and minuses into their grades from A to F. Grading students have influenced many educators by evaluating students to support them for the development of their capabilities. It has caused many effects on students' improvments. However, students have been getting stressed from the emphasis of the grading systems. Students have been having many learning problems because of grades. So why should grading systems be abolished?
    Grading systems should be abolished for the development of students' attitude towards learning and studying. Students get stressed while they are studying because of grades. Studying while getting stressed isn't the proper purpose of studying. Instead, students should enjoy the process of studying. They should become deep learners and not give weight to results. They should find their passion and motivation that leads them to a successful life. To do such thing, grading systems should be abolished for students to enjoy studying and study because they earnestly want to.

  • Grading systems provide students with stress.

    I think that grading systems should be terminated, but there should still be a way for teachers to receive feedback on the students performance in school. Grading systems provide the students with massive amounts of stress because if they are not doing exceptional other students put them down and make the particular student feel intellectually unfit around others. That could potentially lead to bullying.

  • Ed. Note: Back by popular demand. A classic gem. Thanks for retweets from below and most of all for @joebower  . . .  C.J. Westerberg
     
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    The Day I Abolished Grading

    "You mean we did this all for nothing!?!?"

    by Joe Bower

    "There was no love for learning.
    It was a game that I was perpetuating - and I was done perpetuating it. . ."

    I spent the next few months sharing, explaining, detailing and showing my students how I came to all this. A few brainiacs didn't agree. Some thought
    I was nuts. Most cared. All listened.


    I took a risk that day. My course outline had suddenly become null and void. My students had become my formative assessment guinea pigs. So how did I survive? Well, at that time, I can't even tell you that I was all the well read on the subject of real learning, formative assessment or abolishing grading.
    I was pretty inexperienced and more than a little indulgent.

    I didn't survive because of me. I survived because people trusted me. My administration, students and their parents trusted me. I was afforded enough room to work that I could become the educator I kind of thought I might maybe someday become.

    As an educator, it was the day I reinvented how I taught and my students learned.

    It was good.

    ###

    Previously posted The Daily Riff August 2010

    Bower's background from his blog, for the love of learning:


    "I am not the same teacher I used to be. When I started, I was very focused on power and control. I assigned loads of homework, dished out huge penalties for late assignments, assigned punishments for rule breaking behavior and averaged my marks to get a final grade. I did some of these things because I was trained to do so in university. However, most of these teaching strategies were being done mindlessly, and like a lot of teachers, I was simply teaching the way I was taught.

    This kind of teaching made me miserable, and to be honest, some of my students weren't that happy either. In November 2004, I began my journey towards uprooting some of the most deeply rooted myths that continue to distract people from a love for learning."

     And from his bio:
    "I am Joe Bower and I teach in Red Deer, Alberta, Canada. I wish to challenge 'traditional' schooling while exploring more progressive forms of education. I intend on using this blog to uproot some of the most deeply rooted myths that continue to distract people from a love for learning. And I am going to have fun doing it!"

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