Ali 4ali 5grading In The School Every Day In Your Life You F

Ali 4ali 5grading In The Schooleveryday In Your Life You Face Differe

Ali 4 Ali 5 Grading in the School. Everyday in your life you face different situations. In some of the situations you act in a bad way and in some of them you do good things. Sooner or later, you will be evaluated of what you did and you will get back some thing either good or bad based on your attitude. For example, if you see a blind man crossing the street and he needs help, you would have the option to either to help or ignore him. If you help him, God will love you more and he will give you a gift one day because of your good behavior. However, if you ignore him while he was need a help, you will be heartless and you will be in a situation in the future asking for help, but no one will help you out. This is what we called “Karma”. In my opinion karma is applied also in education. Yes, because if the student study well and do all his homework perfectly, he will get a good grade. On the other hand, if the student does not study the material well and does not do his homework, he should get a bad grade based on his effort. Then when these two students apply for a job, the good student will have the opportunity to be accepted in the job faster that the lazy student based on his good grades that reflect that he understand the material and the subject very well. On the other hand, Alfie Kohn in his essay “From Degrading to De-Grading” lists many reasons to say No to grades, and he think that without grading you can improve the education and the student performance. I think students should be graded on their work because if they do not we will have many negative effects. One of the reasons that led Kohn to say No for grading is his argument that says “Grades tend to reduce students’ interest in the learning itself”. I disagree with him because I can prove based on my personal experience that without grading student will learn nothing. To give example, I took a class in Temple University called “Human Behavior” is one of the General Education classes that we have take in Temple. This class has a lot of useful and interesting information about many religion in the world and how people follow and practice their religion. However, unfortunately I do not remember any thing from that class because there were readings we should do and there were bunch of questions we have the choice to answer them, but we were not graded on doing that, we were graded only on going to the class and this what I did. I did not read the material and I did not answer the questions and the only thing that I did was attending the class because I had other classes that evaluated me on my work. As a result, I realized that if I were graded or if I had exams or quizzes that force me to study and review the material, I could go deep with most of the discussion that is related to religion. So, if you let the students without grading them, you will give them the choice to think about studying or not because most of the students do not like studying or they prefer to put effort in something that they will be graded on. Indeed, in if we let the choice for the student, we will end up with students who have weak background and base in the subjects. To give an example, if you let the engineering students without grading, they will do the projects just to put the right check next to their names and then we will have engineers that do not know exactly what they are doing. Also, if you let the medicine students go to classes in order to learn biology and chemistry, and then give them an exam without grades, they will not take it seriously. Then we will end up with lazy engineers and doctors whose backgrounds are very weak about the diseases and human body because they were not forced to review the material and memorize it for an exam. Hence, we will have a failed society that does not rely on his workers because they do not know how to improve their society well and do not know how to cure the sick people also which will lead the society to request foreigners employees. Not only “Grades tend to reduce students’ interest in the learning itself” was Kohn argument to convince the reader of having no grades, but also he claims that “Grades are not valid, reliable, or objective. A “B” in English says nothing about what a student can do, what she understands, where she needs help”. However, I have a different point of view than Kohn. I think that grading by letters or numbers has a meaning and helps the students a lot. To illustrate, if the student get an “A” that means that he did very well in the subject or in the exam, and if the student get a “B” that means that he did fine but there are some weak angels that the student has to focus on to improve his grade and know the right information. For example, I am taking this semester chemistry laboratory which is a required class for my major which is Electrical Engineering. In the first lab, I followed the procedure very well, I did the experiment successfully and at the end I copied my data in my notebook to do the calculations. When I did my lab report and gave it to the doctor attached with my calculation, I was shocked that I got a “B” not an “A”. When I met the doctor in the conference, he told me that my steps to follow the procedure and the data are very good, but my problem is in my math and the calculations. So, he advised me to focus on the math and the significant figures for the next coming labs in order to get an “A”. Since that lab, I have been receiving an “A” in my lab reports because I knew my weak aspects, and I am working on it now. So, this means that Grades are meaningful and help the students to improve themselves in what they are weak in. Similar to the previous example, if I did not get a “B”, I will not know that I have to work on my math to improve it and at the same time to get an “A”. Let us go back one more time to my chemistry laboratory example, I realized that I had more than 40 trials that should be calculated in the laboratory report. So, I asked the doctor do you revise the calculation for each trial for all the students that you teach to make sure that they did their math correctly. The answer was “No” because he just put one or two values of the trial and then by a program in the computer called “Excel” all the calculations and the math are done. In addition, he can grade the lab report by the program and he can give us our final grade of the semester by this program also. So, I can disagree with what Kohn said that “Grades waste a lot of time that could be spent on learning” because everything now is much easier than 15 years ago because of the technology. Some students get their grades by cheating, and this is what Kohn mentions in his essay “Grades encourages cheating”. He says that “Researches have found that the more students are led to focus on getting good grades, the more likely they are to cheat, even if they themselves regard cheating as wrong”. On the other hand, I think if we let the students without grading, they probably will not study at all, and if they have a homework, they will not even look at the book because they can google the answer and copy it on their paper. So, also Googling the answer is a way of cheating. As a result, I prefer that doctors and teachers grade the students on every homework, quiz, or a test in order to encourage students to put effort in studying and understanding the material, and then when the students cheat they will cheat what they forget or whatever they stick in. That does not mean that I am in favor of cheating, but I think when students study and do their homework and then cheat what they face difficulty in to get a better grade is better than the student who cheat or google the whole homework just to finish what he has to do without caring about the grading. As a result, grades usually encourage students to put effort and do the work. In conclusion, nowadays most of the students complain of the test and the grades, but they do not see the benefits beyond the grades. So, we have to raise the awareness of the benefits of having grades and inform the students of the purpose of the education. To give an example, the purpose of education is to generate students who are more educated, has useful information, and give them the ability to use and get the benefits of what they have of information in their daily and work life. On the top of that, we should tell them that the benefits of having an education that attached with grades are; having students with strong education base, also having good workers who know what they are supposed to do or how they work is going to be, and having clever generation because of their parents who has strong education base that help them to teach their children perfectly.

Paper For Above instruction

The debate over the role of grading in education is longstanding and multifaceted, involving arguments from both proponents and critics. Advocates for grades argue that assessment serves as a vital feedback mechanism that promotes motivation, accountability, and clarity for students regarding their academic progress. Conversely, critics like Alfie Kohn contend that grades diminish intrinsic motivation, foster dishonesty, and lack objectivity, thereby impeding genuine learning. This paper explores the significance, benefits, and drawbacks of grading, supporting the view that structured evaluation is essential for effective education and societal development.

The fundamental purpose of grading is to provide students with a measurable indicator of their understanding and mastery of subject material. As illustrated by the concept of karma applied to education, students who exert effort—studying diligently, completing assignments, and preparing for exams—are typically rewarded with higher grades, which can translate into better academic and professional opportunities. For example, a student who consistently scores well demonstrates comprehension of the material, leading to increased chances of acceptance into competitive job markets. Such evaluation incentivizes students to invest effort, fostering the development of skills and knowledge necessary for their future careers.

Empirical evidence and personal experiences reinforce the beneficial role of grades. For instance, in my chemistry laboratory course, my initial grade of ‘B’ informed me of weaknesses in my mathematical calculations, prompting improvement. Without this feedback, I might have remained unaware of my shortcomings, hindering my progress. Moreover, the integration of technology, such as automated grading through Excel, streamlines assessment processes, ensuring accuracy and efficiency. This demonstrates that grades not only motivate students to engage with the material but also help identify specific areas needing improvement, ultimately contributing to better learning outcomes.

Critics like Kohn argue that grading reduces interest in learning and is subjective and unreliable. Nonetheless, evidence suggests that grades serve as motivation, especially when tied to meaningful feedback. For example, a high grade such as ‘A’ signifies excellent performance, while a ‘B’ indicates the need for improvement. Such distinctions guide students to focus on particular weaknesses, fostering targeted self-improvement. Furthermore, in professional fields like engineering and medicine, grades incentivize rigorous study, essential for developing competent practitioners. Without such evaluative measures, students may disregard the importance of mastering critical concepts, leading to inadequate preparation that jeopardizes societal well-being.

Concerns about dishonesty and cheating are valid, particularly in an age of online resources. However, grading can be structured to minimize these issues—emphasizing high-stakes exams, supervised assessments, and application-based questions that discourage dishonest practices. Additionally, grades motivate students to put in genuine effort, as evidenced by the correlation between motivated learners and lower instances of cheating. The use of grades, therefore, functions as a catalyst for disciplined study habits, which are vital for personal and professional development.

In conclusion, grading plays an indispensable role in education by promoting motivation, providing feedback, and ensuring accountability. While it is crucial to address potential pitfalls such as bias and dishonesty, the overall benefits outweigh the disadvantages. Educational institutions should strive to implement fair and transparent assessment systems that support student growth and societal advancement. By understanding the purpose and utility of grades, students can better appreciate their importance in fostering a skilled, responsible, and innovative generation.

References

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