The grading system has been taken as the universal way of determining the brilliantness of students in most institutions across the globe. Most teachers believe that the best students are the one who score the highest grades in any particular examination. Students are mostly promoted to the next class with a high dependence on the grades that they are able to score in their final examinations. Most teachers who support the effectiveness of grades assert that the awarding of grades motivates students to work harder in their studies. In my view, grades are not the best measures to use in the determination of the ability of students. I do not support the use of grades in the determination of the brilliantness of students because they limit students in their learning, reduce the preference of students to challenging tasks, and they reduce the level of thinking among most students.
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This essay explicates the grades and their ineffective nature in determining the brilliantness of students.
Proponents assert that grades are vital because they motivate students to work hard in the course of their studies. Those in support of the use of grades assert that grades boost the morale of students to work harder and to be alert at all times. They assert that grades play an instrumental role in ensuring that the student is on course at every moment. In addition, proponents assert that grades boost the morale of students hence increasing the level of competitiveness within the institution. The high level of competition would boost the ranking of the institution and the intelligence of the students within the institution. Those in support of grades reiterate that grades are vital because they motivate students to work harder to avert negative evaluation at the entire course. Therefore, proponents are of the view that grades serve as a motivation to students.
In my view, grades are not the best measures to use in determining the intelligence of students. Firstly, grades limit students towards a certain scope of their studies hence reducing their ability to learn more things. It is vital to note that students will always concentrate on the areas that they have been told to read by their teachers (Clark 67). Most of them would be limited to revise within the notes given by their teachers hence ensuring that they score the highest grades within their examination. They will not devote any of their time for advanced learning but would concentrate on the particular areas of study that they have been given by their teachers. The reduction in the level of learning among students would negate the quality of future research, as students are never equipped with these skills. More so, limited learning among students would make it difficult for them to come up with their own conclusions about particular events. They would concentrate on particular areas of study in order to pass the tests and achieve the best grades.
More so, grades are negative because they limit the thinking of students. Most students would tend to cram the notes given by their teachers in order to achieve their best grades in the examinations that are set. This implies that most of them would tend to forget even the details that they read prior to sitting particular examinations (Lund and Kirk 101). They will not be able to take the content of what they read keenly but would be looking for particular points that would help them perform excellently in their examinations. Additionally, the level of thinking among students may be limited, as most of them tend to work towards impressing their teachers instead of reading for their own benefit. Students working with the aim of acquiring grades would be less creative compared to those students working with the aim of gaining knowledge in a particular area.
Students who are graded tend to avert challenging tasks in order to achieve the best grades in the particular tests that they attempt. In cases where students are to be grades using a list of questions, most of them would pick on the simplest questions hence discrediting the entire issue of grading. I do not support grading because it eliminates the ability of students to deal with the most challenging tasks within their academic work (Osborn and Tollefson 77). This may also apply to the real life situation where students may not be able to handle the different challenges that may occur in their daily lives. Therefore, grades must be scrapped off because of the many negative challenges that they bear in society.
In conclusion, the grading system has been taken as the universal way of determining the brilliantness of students in most institutions across the globe. Most teachers believe that the best students are the one who score the best grades in any particular examination. Students are mostly recognized as achievers after they score the best grades. Most teachers who support the effectiveness of grades assert that the awarding of grades motivates students to work harder in their studies. In my view, grades are not the best measures to use in the determination of the ability of students. I support the view that grades must be scrapped off urgently in order to pave the way for more organized and wide learning. The continued stay of the grades will lead to high levels of limited learning among students. Additionally, grades would make it difficult for students to learn how to handle challenging tasks within society.
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