For decades, students have been worried about the academic system as an imprinted way to evaluate someone based on the emotionless numbers as if they are some kind of commodity to assess on. Debates over the current grading system have been present for years, yet no improvements were made for the sake of students’ sanity. Some think the system still functions, and many think the situation is not satisfying but not critical. They are wrong.
The current situation is worse than expected by everyone.
Students are not enjoying learning. Exclaims have been made that schools are in a vile situation: “students are supposed to be in it only for the big fish, to make parents and teachers happy, they are not supposed to enjoy it.” 2 This quote depicts the very essence of the current situation: that students can not adore learning anymore if there is a school system strictly acting as an obstacle. The “big fish” symbolizes the ultimate goal for students of having higher value. With no enjoyment towards studying, students cannot possibly be prompted if all they are nourished with is the pride and immense fear of their current grades. Moreover, the aftermath of this situation creates antipathy towards studying, which is the antithesis with the initial purpose of having such system on the planet. It will be brilliant to keep it under our eyes.
Additionally, the current system does not discharge the merest expectations.The grading system is inflated like a balloon that lost its original capability and purpose to scale one’s learning ability. According to a study that has been done over 200 universities about their grading inflations, 40% of all grades are at A range 5. The data shown by this study illustrated that the inflation of grades made the current standard system too weak to achieve the expected division of students into different groups, or to even assess the students’ learning ability compared to others. This makes the frequently questioned school system even more fragile, poor, and incompetent for academic purposes that it is initially delineated for.
Lastly, the system delivers a wrong perception of the purpose of education. The standardized system has drawn too much attention on grades and decreased the efficiency for their learning process. With this grading system, students will sense extreme bitterness for dropping grades, creating unnecessary stress and pressure towards studying. This will make students to put an excessive time to overcome such stress and may develop hatred and tiredness towards education. The very demand for high grades also motivates students to cheat since their goals cannot be achieved 1 . Is it really a good idea to lead your child into such an environment?
As a student, I constantly feel the pain in such environment that creates endless pressure. Introducing or by simply talking about the issue will never help the current society out of this dilemma.This will harm the entire generation of young and hopeful millennials and bring tremendous pressure on the current educational world.
Even with such critical situation, there is still chance for us to improve the flaws: change the grading system itself.
A possible solution, instead of blindly following the current ones, is to adopt a graph of students’ abilities in a variety of subjects while giving out possible improvements for their weaknesses. This will motivate students to reach to their best ability. Moreover, this system will immensely reduce comparing and bullying based on grades. This efficient standardized system will import a peaceful and more effective learning environment and will continue to serve the purpose of automatic selection between students.
By all means, it is time to change this ridiculous situation, for our kids and the future of our world. It will be beneficial to the community if we replace the ineffective, intense, and insubstantial standardized system that causes horrifying issues. It is crucial that we provide these millennials with the right way to start their lives.
1.Anderman, Eric M. “The Demand for High Grades Motivates Students to Cheat.” Opposing Viewpoints Online Collection, Gale, 2018. Opposing Viewpoints in Context, http://link.galegroup.com/apps/doc/UACACA407135209/OVIC?u=60iskl&xid=76b25972. Accessed 22 Feb. 2018. Originally published as “Students cheat for good grades. Why not make the classroom about learning and not testing?” The Conversation, 20 May 2015.
2.DeLisle, Rebecca, and Jace Hargis. “The big fish.” Education, vol. 125, no. 4, 2005, p. 702+. Opposing Viewpoints in Context, http://link.galegroup.com/apps/doc/A133837609/OVIC?u=60iskl&xid=5df02cd6. Accessed 22 Feb. 2018.
3.GUSKEY, THOMAS R., and HOWARD R. POLLIO. “Grading Systems.” Encyclopedia of Education, edited by James W. Guthrie, 2nd ed., vol. 3, Macmillan Reference USA, 2002, pp. 954-962. Opposing Viewpoints in Context,
4. Medina, Jennifer, and Robert Gebeloff. “Schools’ Grades Reflect Persistent Disparity.” The New York Times, The New York Times, 17 Nov. 2009, www.nytimes.com/2009/11/18/education/18grades.html.
5.Slavov, Sita. “Grade Inflation Diminishes the Value of Top Grades.” Opposing Viewpoints Online Collection, Gale, 2018. Opposing Viewpoints in Context, http://link.galegroup.com/apps/doc/QJHHAK526906706/OVIC?u=60iskl&xid=7bc33150. Accessed 22 Feb. 2018. Originally published as “How to Fix College Grade Inflation,” U.S. News & World Report, 26 Dec. 2013.
6. http://link.galegroup.com/apps/doc/CX3403200266/OVIC?u=60iskl&xid=9ef6b8de. Accessed 22 Feb. 2018.
Image Work Cited:
“University of St. Michael’s College.” University of St Michaels College, stmikes.utoronto.ca/event/workshop-from-the-international-activities-coordinator-at-smc/.