A grading rubric in education is a method which is employed in a way to evaluate the educational performances of a student that’s totally dependent on points alone. This grading rubric doesn’t give a chance to the child to think out of the box, or free themselves from any of their usual intellectual is… it doesn’t even permit them to think or get involved with some of their deeper thinking. This particular form of grading is nothing but a very crude and illogical methodology which demands absolute and immediate response. If the student doesn’t understand something, it’s immediately deducted from his score, which in most cases is immediately deducted from his final score! That’s a very unfair method to use!
Grading in Education Pros and Cons
Education in this case is actually a process of life and death. It’s a matter of life or death since every individual must pass through this learning curve at one stage or another during his/her entire education tenure. Grading is just one aspect of this process and that’s why such harsh and rigid grading systems have been imposed upon us. These grading systems are also called “curriculum decisions”. But don’t let the term scare you; it is just simply a way of describing what happens during the course of every semester, year or quarter.
The “grading” or scorekeeping system implemented in the US secondary education system is called SPERL. It was introduced in 1980 with the view to standardize the grading of exams in secondary education in the United States. The scorecards or rubrics were first implemented in the US National Board for Professional and Ethical Nursing (NPBN) in the United States. Since then, other countries such as England, Australia and New Zealand have also adopted similar grading systems.
In the US, the traditional grading scale was established using four classifications: A, B, C and D. An “A” is equated with a good pass grade while a “B” is equated with an average grade. An “C” is considered incomplete while a “D” is considered poor. Every student has the right to challenge his/her grades in any way as long as it does not break the school’s policy on challenge grading. A “D” may in fact be required to improve one’s performance in some way to raise his/her grades above a certain limit. This level of challenge grading is considered valid only until the student has achieved his/her maximum learning potential.
The main problem with the SPERL approach is that it only addresses two areas of assessment while the existing secondary education grading system addresses four. While the former focuses primarily on the student’s learning competence, the latter addresses aspects such as: the usefulness of the information for the individual student, the need to understand the student’s learning situation at the time of testing and how that situation affects the ability of that person to learn other relevant or needed skills. While these aspects are important, they may still fall short of answering most fundamental questions about learning. This led some educators to believe that the existing grading system was insufficient and needed improvement.
Some educators argue that the existing secondary education grading system is based on too many wrong standards. The problem is that all of these standards are designed to do more than create an accurate reflection of what an individual student has learned; the standards also help guarantee that the teacher receives a certain level of tenure. These teachers argue that SPERL grading does not adequately address the need to identify individual student’s strengths and weaknesses, and because of this, these students often receive lower grades than those who have mastered the material to a greater extent. They add that it is difficult to administer the tests to ensure that the students truly demonstrate their learning capability. By relying on SPERL scores to make decisions about individual students, schools risk overlooking factors that could prove to be beneficial in the long run.
Another problem with the current grading system is that the majority of schools only base their grades on letter grades. Although it is common for teachers to use numerical grades in class, many schools still encourage students to write essays and papers that provide relevant information about the topic. For this reason, the instructors often encourage them to complete the assignments using the letter grades. However, this does little to alleviate the problems inherent in assigning letter grades. In order for the grading to be fair, it is important for it to take into consideration other forms of input such as discussions and questionnaires. These types of methods allow those involved to gather more relevant data and provide a more accurate reflection of how students have absorbed and contributed to the lesson.
Even though many American school districts have banned assigning letter grades in education, some teachers continue to use them. Some educators claim that the current system offers a logical and fair means of determining individual performance. Others, however, believe that assigning letter grades is confusing and often leads teachers to assign low-value grades in order to boost their students’ grades. As most teachers have experienced, assigning a letter grade without understanding why a student did well can make the task of learning more difficult. Despite this fact, the use of letter grades continues to be prevalent throughout the country.