Grading the Grading System
My formal, institutional education began in kindergarten while my dad was stationed at Fort Carson, an Army base in Colorado Springs, Colorado. I don’t remember too much from kindergarten, other than the fact that I found it to be very boring. My first report card reflected that my progress was satisfactory in all of my subjects, with the exception of cooperating with my peers where I was categorized as being in "need of improvement". I don’t quite remember why I was evaluated this way, nor do I think that this grade had much impact on my admission to college or the way my parents raised me, but I do find myself wondering what the criteria may have been to achieve a mark of "satisfactory." What was the point of this report card? In retrospect, I perceive this incident to be my earliest introduction to the educational system. My performance in school would be represented by the marks I would receive on my report card.
At the end of kindergarten, my dad was relocated to Fort Devens in Massachusetts, and I continued the next twelve years of my education in rural New Hampshire. As I progressed through the school system, report cards started to hold more meaning. They became a symbol of my success as a student and, to a degree, my success as a person. I received straight A’s throughout the first few years and I anxiously looked forward to fourth grade when my outstanding grades would be recognized by having my name in the newspaper under the heading of "high honor roll." Aside from a couple of exceptions, I maintained my desired place on the "high honor roll" list throughout my middle and high school years. Most of my friends felt the same way, and very often, when an assignment was handed back, we would look at the grade on each other’s papers before we would even be concerned with our own. The competition was intense, but unspoken. And the educational system quietly confirmed our strategy.
I had a 4.01 GPA entering my senior year of high school. I was proud of this and determined to keep, if not raise, it. AP classes in our school were weighted on the GPA scale; an A was worth 5 instead of 4. With hard work, I could apply this system to my benefit. That is, until Maureen Grady, my AP Calculus teacher, obstructed my goal of graduating with a perfect GPA.
Cynthia Rose is growing rapidly where it is. With a good team of people continuing to push the company it will continue to be profitable. If they take the necessary steps to resolve the company weakness they will do even better. Within the next 5 to 10 years Cynthia Rose can be a leader in luxury fashion and jewelry. Cynthia Rose has the potential to be a name that everyone knows.
Many people often say that students, teachers, and parents, think homework should be banned, but multiple people disagree. This heated topic has been debated for many years. Some parents and teachers think students have too much. However, some believe their students receive too little. Few schools already have banned homework, but the majority of schools don’t. Some people agree with having ten minutes multiplied by the grade level of the student. As experts continue adding additional facts about homework, it is clear that homework can help students in different ways.
As previously mentioned in my planning stage, I had chosen to assist ‘David’ to partake in a group basketball game for completion of my HNC Social Care Graded Unit project. In studying David’s support plan; I had identified his social skills needed slight improvement, with his self-motivation needing most encouragement. I believe the group sports activity we planned and performed met these objectives. Additionally, my placement supervisor has forwarded confirmation of the successful completion of this task via email to my senior lecturer.
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
Since my first report card, I have always taken pride in having high grades. It was not until freshman year in high school that I started to receive undesirable grades by my standards. While most students would not mind having my report card, those few letters had deteriorated my emotional state because I felt as if I was no longer part of the intellectuals.
The appeal of horror films is prompted less by entertainment value than by peculiarities of the human mind. While admirers of these graphic films leave a theater having enjoyed a positive experience, the negative nature of the content presented points to the existence of underlying factors stimulating their enjoyment. Looking at psychological concepts for answers, how an individual processes emotional arousal, identifies with issues that they consider relevant, and perceives reality, help to explain why films presenting such horrific imagery excites many people. Many horror franchises create a level of violence and gore that is objectionable by most, yet viewers continue to swarm theaters, making the horror film industry
Everytime a kid does his homework, correctly, they are possibly advancing their knowledge and understanding of the subject at hand. Although, Alfie Kohn, author of the book “The Homework Myth” states, “Such policies sacrifice thoughtful instruction in order to achieve predictability, and they manage to do a disservice not only to students but, when imposed from above, to teachers as well” (Suhay). Not all homework will be beneficial. It can harm
Horror is one of many fears humans have. We all have many terrors, but horror is the one that gets the best of us. Some crave, while others resent, the feeling horror movies bring to our body and the emotions that we experience. In Stephen King’s article, “Why We Crave Horror,” he explains that it is a part of the “Human Condition,” to crave the horror. King gives many strong and accurate claims on why we crave the horror movies, such as; testing our ability to face our fears, to re-establish our feelings of normality, and to experience a peculiar sort of fun.
Have you ever wanted to just shred up your homework or throw it out the window and have no consequences? Kids are assigned daily homework from the time they start kindergarten at the ripe young age of five. Is it really necessary? Does it even help better learning or even higher test scores? The amount of homework we do wastes time, money, paper, and trees because it’s practically the exact same thing we did in class that day. Homework causes kid’s and teen’s frustration, tiredness, little time for other activities and possibly even a loss of interest in their education. It also keeps everyone up; it has kids and teens staying up until they finish it, the parents trying to help them and the teachers grading it. So, I think that homework is a waste and kids and teens should choose whether they want to do their homework for extra credit and practice or not.
A horror movie “makes people think, what if it was reality?” said by a thrill seeker person who was waiting to watch a horror movie. Experts also cite more various reasons about why people enjoy watching scary movies. For the thrill of it and also because it seems real for thrill seekers; these are some secretes reveled to show why thrill seekers enjoy horror movies. Feeling the sense of evil and being curious about understanding humanity’s dark side makes horror movies a perfect way of enjoying these feelings, and relieving the tension of curiosity about violent, blood and terrorism. Moreover, experts said that not only desirability to blood and fear could consider as an attraction to whose ...
You may have always thought teachers give you homework to help you, but recent studies show that homework may not help kids at all, or even affect them negatively. However, while some people say that homework is bad for kids, some people say it is good, even though there is more evidence against it than for it. I think that homework is bad for kids, because it has negative impacts on the students, negative impacts on their learning, and because some students don’t have at home resources to do it.
The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools.
These activities, not homework will ensure that our children are happy and competitive in a highly competitive world.” (Bennett and Kalish). Homework may cause more harm to students and children at such an early age rather than having a positive effect. Others claim that homework regulation is a serious matter that should have parents more aware of this issue. If teachers would either regulate the amount of homework they assign, then students would actually be able to enjoy their school years before entering the working
By nature, most students are brought up in an academic environment motivated to get A’s and B’s on their report cards. Those grades sometimes don’t thoroughly report how much a student has learned or gained knowledge in each topic. Some instructors throw in factors totally unrelated to learning, when the main objective of academic institutions is to learn. In order to clearly demonstrate how much a student has learned in the classroom, schools should change their current grading system and teach students how to learn.
Authentic assessment, though sometimes referred to as performance-based assessment is not a new idea, in fact its history dates back to the 1950’s. With more than half a century of debate on the subject in varying branches of thought, this paper will focus on a few of the key concepts of authentic assessment as seen through the lens of an artist. An investigation of the literature begins with a brief look at the historical concept of mastery as was practiced through the ancient system of patronage, workshops, and guilds. The discussion that follows will examine the theoretical thought on authentic assessment and the implications for practice.