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Traditional Grading System

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Traditional Grading System

Education is undoubtedly one of the most important parts of any human society. Without it human beings could not have been at the current point of time where we all know tremendously about life and the universe. We are now better off than we were. However, it is clear that there is still huge variety of phenomena waiting for our discovery. The most important objective of education is to help human beings pursue their burning desires to learn and reach their potential. In that way we progress. Therefore, it is vital to help or at least not hinder education to fulfill its goals.

Traditional grading system will be my focus of this essay. Grading as numbers or letters, a conventional way of assessing students’ achievement, is one part of education and has been lately in controversy in USA. The argument is that the conventional grading practice is not in support of the ultimate objectives of education. In fact, it is in conflict with the values of education. Thus in this essay, I will argue that traditional grading does not play the role it is suppose...

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...end the grading game”, The Clearing House, May-June 1999, v72, i5, p260(4)

Clifford H. Edwards, “Grade Inflation: The effect on educational quality and personal well being”, Education, Spring 2000, v120, i3, p538

Ken Myers, “Student in New York files suit complaining of grades received”, The National Law Journal, June 18, 1990, p4

Mark W.Durm, “A history of grading”, The Educational Forum, vol57, Spring 1993

Thomas R. Guskey, “Grading policies that work against standards…and how to fix them”, NASSP Bulletin, Dec 2000, vol84, n620

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