Learning and the Grading System - Essay Sample

The impacts of the grade on student performance is evaluated in this paper. Studies show that better grades improve the overall psychological state of students, which consequently translates to a successful learning endeavor. The focus is on the impacts a low or poor grade has on a student and their overall performance. Some of the hardest things in the world are done or achieved by people simply fixating their mind(s) on their desired outcome(s).

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The brain requires some acknowledgment or validation now and then for it to keep on course with the desired goal. Grading is that validation in education systems all over the world. It is the validation that provides feedback to a learner on their efforts and abilities towards grasping content that has been taught. This paper reviews the impacts of a low grade on a student and their overall learning experience.

I think a grade is essential to psychology since grades are directly proportional to the motivation of a student towards learning. The environment has a tremendous impact on personal development. Research has shown that the nature and interactions of people with family, day-to-day activities, and education affect growth and development (Montag & Hahn, 2018). Montag and Hahn argue these along with the constructs of nature versus nurture conflict of developmental psychology.

Nicoglu (2018) advances the argument on developmental psychology. He notes that both the environment and genetic predisposition have an impact on developmental psychology, but the effects of each vary in people. Knowing the present is an essential thing for just about everyone. That can be gained through reading materials and other resources. Even so, it is easy when some foundation is already in place to facilitate the same.

Transfer of knowledge is a tough thing, mainly through teaching when someone has no idea, and they are supposed to be made to have a better understanding of what is being taught. As a profession, teaching requires a variety of skills for the delivery of knowledge. Assessment and evaluation are useful tools that provide tutors and teachers vital feedback on the level of understanding for students. It also gives the teacher an insight into the overall state of the student’s needs.

This topic of the grading system’s impact on learning and student motivation affects very many students like me. Even teachers get concerned with it because it reflects their input and the efficiency of their delivery of knowledge. Most teachers tend to focus more on teaching and less on the grades. That grade teachers append as an outcome of an assessment on a student’s work leaves a massive impact on them in the present and the long term (Chamberlin, Yasué & Chiang, 2018). It is even more damaging when the grade becomes a personal affair. Just because a student gets a bad grade does not mean they are poor or that the teacher wanted them to fail. It is all an evaluation, but then you cannot tell that to a student. It has to have value.

It becomes even more personal for me that there is still no standard grading system, the ‘one for them all’ (Jiraro, 2017). Every academic institution has its style that fits the system. Jiraro notes that the pass/fail and letter-based are the most commonly used grading systems at various levels. Even so, Jiraro adds that universities have different grading models that align with institutional objectives. The grading system in itself has challenges. What happens to students that end up with the bare minimum? Imagine a zero score in an assessment! No one wants that, and not even the teacher would be happy giving that. It shows no effort from their end in the delivery of knowledge.

According to the Universal Declaration of Human Rights (UDHR), education is a right and not a privilege (“Understanding education as a right,” 2018). The right to education is accorded to every person and not reserved for the wealthy and a section of select few others. There is no gender stereotype for education; neither is there an age cap for learning; everyone has a chance at learning something new.

Schools play a crucial role in the upbringing of children. It is, therefore, necessary that they consider the negative energy that impacts a student when they get a low grade and find ways of communicating that without affecting student motivation. Schools should facilitate positivity, where teachers and students get to interact freely with teachers. There is no way a bad grade is going to be a recipe for positive interaction between the two parties. In such a case, alternative methods can be explored.

Education is a right, but that is in an ideal world. Realistically, efforts are being made to help take the sector towards a positive direction, but the discipline is not yet there. It is disturbing to know that there are still parts of the world where education cannot be accessed, and people are still dangling in high levels of illiteracy (Bandala & Andrade, 2017). The distribution of illiteracy is consistent with the poverty index, which triggers talk of correlations between poverty levels and illiteracy.

Where it can be accessed, there are still concerns about outdated issues of gender stereotypes and discrimination targeted at women. It can be attributed to culture and societal makeup, but that is a lousy excuse to deny education to women. There is light at the end of the tunnel as organizations and governments are working tirelessly to reduce and possibly eliminate illiteracy. We might not have reached ideals, but the current progress is promising

The issues of grading systems in education raise serious issues. Authors and researchers in this context have successfully addressed very many cases of human diversity. There is even an added touch on coverage concerning social development. Culture, poverty, and gender are all addressed in the scope of the authors. Much research has been done in the field and continues to be done to get a better understanding.

Research indicates that demographics have some relationships with the current gaps. In that sense, the gaps should be reviewed further to evaluate the exact underlying issues. More importantly, there is a need to consider other concerns in the system to address the issue effectively. Student motivation should not be impacted, but communication should be done effectively. Teachers should also normalize interacting with students to understand their problems better. Grading systems are currently inconsistent. Different levels of education use varied models and techniques. That begs the question, can current grading systems be harmonized for application across the board. Perhaps that is an avenue for further research.

References

Bandala, C., & Andrade, L. (2017). EDUCATION, POVERTY, AND THE TRAP OF POOR COUNTRIES IN THE FACE OF DEVELOPMENT. Journal On Efficiency And Responsibility In Education And Science, 10(4), 101-108. https://doi.org/10.7160/eriesj.2017.100402

Chamberlin, K., Yasué, M., & Chiang, I. (2018). The impact of grades on student motivation. Active Learning In Higher Education, 146978741881972. https://doi.org/10.1177/1469787418819728

Jiraro, S. (2017). The grading system guidelines for Open University. New Trends And Issues Proceedings On Humanities And Social Sciences, 4(1), 132-138. https://doi.org/10.18844/prosoc.v4i1.2244

Montag, C., & Hahn, E. (2018). Nature-nurture debate. Encyclopedia of personality and individual differences.

Nicoglou, A. (2018). The Concept of Plasticity in the History of the Nature-Nurture Debate in the Early Twentieth Century. The Palgrave Handbook Of Biology And Society, 97-122. https://doi.org/10.1057/978-1-137-52879-7_5

Understanding education as a right. Right to Education Initiative. (2018). Retrieved 16 September 2020, from https://www.right-to-education.org/page/understanding-education-right#:~:text=Education%20is%20not%20a%20privilege,for%20all%20without%20any%20discrimination