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A Young Person's Guide To The Grading System

602 Words3 Pages
Grades are as valuable as star-shaped stickers, yet they have the power to lay the foundation of our entire lives. The grades we earn have no commercial value, but students invest millions into taking a class to get a grade. In Jerry Farber’s essay “A Young Person’s Guide to the Grading System,” he crushes society’s constant need for competition by pointing out all of the major flaws in the grading system and offering a new credit system as a solution. Farber is correct by claiming that the grading system is flawed, stressful, and overall, useless. Farber builds his essay on the basis that grades are problematic for the school system to use. Grades force students to focus on tests instead of retaining the material, cause unnecessary
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In Brent Staples “Why Colleges Shower Their Students With A’s”, he claims that professors in colleges in the 1990’s are changing their grading on students assignments so much where that they are just passing out good grades when students don’t even deserve them. Colleges have started to change the whole grading system over the years just to make it look like the students are doing better. For example, “In some cases, campuswide averages have crept up from a C just 10 years ago to B-plus today” (Staples 1). There are many reasons as to why they day this.

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Would you be happy if you had received an A in your class? Do you feel that you truly learned enough to deserve that perfect A? Students who are in either high school or college are forgetting the true meaning of having knowledge and being able to learn. People think that how well they perform in the classroom will justify how well the teacher teaches their students but necessary that might not always be that way. In Brent Staples piece, “Why Colleges Shower their Students with A’s”, he argues that there must be an end to the grade Inflation and continues by examining for a possible solution by using language techniques to emphasize the main point.

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Seika McKee Dickens ENGL 1113 1 OCT. 2015 The Hidden Education in the Poor Perhaps one of the most valuable opportunities in life is education. In a conversation between Adam Howard, associate professor of education at Antioch College, and Arthur Levine, president of Teachers College at Columbia University, in “Where Are The Poor Students,” some subjects at hand are the availability or unavailability of opportunities, the missed value of education, and the irrelevant comparison of test scores directed towards the poor students.

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2017 is set to make history as a record number of American students graduate from high school this year. The rise in diplomas has also led to a rise in people’s concerns over the fairness and standards students are measured by. As we witness a greater focus is being put on the traditional grading system some believe that the culture surrounding the grading has had a turn for the worst. Professor Rebecca Schuman, a critic of this change, uses rhetorical devices in her essay to make the reader aware of the problems today’s grade culture has on the educational system. Schuman first uses her personal stories as a high school teacher to ridicule the current grade culture.

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It has been viewed from a holistic assessment point of view that emphasizes the evaluation of students' labor and processes. Grading contracts are utilized in the holistically assessing of work, assigning grades, outlining requirements to make certain grades, and in the enhancement of student motivation to undertake personal responsibilities for their assigned tasks while at the same time fostering democratic social engagement in the classroom. Students are included in curriculum development as well as assessment practices. According to Klotz and Reardon, contract grading is a form of assessment that draws away the concept of teachers as determinants of qualities of student writing and shifts the focus to the reward of student labor and promotion of student engagement in the writing process. In their article, grading agreements may favor neurotypical, normative students if they fail to recognize that one's ability to work does not always match their willingness to do so due to factors such as disability, class, and alternative personified and social orientation that converge with racial formation (Klotz and Reardon 109).

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Recently, our university grade 12 English Class studied/ interpreted content relating to the concept of failing a high education level report card, which is overseen by professors of post- secondary education . Kurt Wiesenfeld has compassed a precisely considerable activity on analyzing the advantages and disadvantages of earning considerable marks in a report card. I personally believe that Kurt had done an embarrassing job at explaining the ventures of his student's private/ personal life that relates to their daily education lifestyles. I have learned a lot from this essay as in comparison to the others before; this is the result of great explanations and reasoning which were provided by the illustrator of the article. Things that I have learned from the article relate to

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Denise Clark Pope, a graduate from Stanford University and the author of “The Predicament of Doing School,” has done an extensive study of the school system at Faircrest High School, and observed what happens inside and outside the school building. She writes about how students get high grades, and the cost at which high grades are achieved. She also includes her theory of how students and everyone involved with the school system just “play the game” of school instead of truly learning the information that is being taught. The author make several claims on how the school system works.

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Imagine blowing up a balloon, with every exhale of breath the balloon gets bigger. Similar to a balloon, with every year that passes grades inflate. In “Grade Inflation Gone Wild” by Stuart Rojstaczer, he discusses how the grading system has changed over the years. Rojstaczer’s overall purpose is to increase awareness of grade inflation and persuade his audience to take action. He argues that “changes in grading have had a profound influence on college life and learning” (2).

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Some simply try to memorize for test and quizzes. Others feel grades don’t reflect their intelligence and can make them feel worthless for a lot of students grades are taught to be so hyper-focused on grades that aren’t going to matter in the real world. If you bombed your statistics math final in 10th grade you’re not going to be expected to learn that material in college if you 're an English major. Getting good grades shouldn’t be the main focus in school, but wanting to learn and become a better educated, well-rounded person who truly is able to process the information they

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The Grading System: Completely Necessary Grades are an important part of the school system. Grades set the extraordinary students apart from the ordinary ones. In Jerry Farber’s essay, “A Young Person’s Guide to the Grading System,” he argues that grades are the only motivation students have in school. Farber even calls it “phony motivation.” He argues that students do not actually learn anything.

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Students are fully aware of the positive and negative consequences of grade inflation whether it is something as simple as a grade curve or as drastic as a student trying to bargain their way into graduation. However, another smaller issue that arises is the “participation trophy.” When doing something, everyone gets an equal amount of victory. When discussing this topic in class, I realized that many of my peers saw participation trophies and inflated grades as one in the same. Both items apparently trigger narcissism and false hope in children.

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Since the parents believe their children are passing, they don’t take an interest in their child’s studies. They allow the child to spend little time on homework and more time on other activities, such as watching television. When a child comes home with an F, then the parents will take notice. Only then will parents take an active role in their child’s education, instead of letting the schools do it all. The schools are failing the students by giving them passing grades they don’t deserve.

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In Kurt Wiesenfeld’s article “Making the Grade”, he address the issue that students want a higher grade than they deserve. He goes on to prove this be by giving examples of previous students that he has had and what can happen when students get the grades that they want and not what they deserve. In Wiesenfeld’s article he states that about ten percent of students that take his class do not care about their grades until final grades are over. “You might groan and moan, but you accepted it as the outcome of your efforts or lack thereof,” Wiesenfeld stated.

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In Phil Primack’s “Doesn’t Anyone Get a C Anymore” and Stuart Rojstaczer’s “Grade Inflation Gone Wild,” both authors are in perfect unison when it comes to grade inflation being the publics denial and private

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They lack the indication of students’ knowledge as they are only a depiction of their effort. Absences, laziness, and disengagements are just a few of the factors of why grades are a poor representation of students’ intellectual capacity. While others may argue that grades motivate them, it is not genuinely correct since grades encourage

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