The School’s Grading System

The school’s grading system provides a standard measurement for assessing students and classifying them into group according to their qualities, knowledge, IQ and skills. It is a sorting but it sums up their ranking so that they are graded individually according to his/her own performance and abilities. In this study it discusses about how does senior students engineering of FEU Institute of Technology cope up with the newly implemented grading system.

In 2011, Tierny R. believes that in a standards-based system, it’s important for teachers to stay focused on assessing a student’s achievement against standards, the study says.  However, teachers persist in taking into account a hodgepodge of other factors such as student effort or whether the student hands in work on time, according to the study on the grading beliefs and practices of 10th-grade math teachers in Ontario. These factors should probably be separately addressed in report cards because many teachers struggle with overlooking a students’ work habits in assigning grades, researchers write.

Munk D. believes that as might be expected, changing the grading scale is a controversial adaptation and one that is more likely to be perceived as unfair by a student’s classmates. Issues alsi arise from lowering the scale so that a student passes a class and therefore avoids having to repeat the class. Changing the grading scale so that a student with chronic failing grades can earn a passing grade is likely to be perceived as more fair than changing the scale to allow a student to move a B to an A. The latter adaptation is discouraged for students with mild disabilities who are intruded in the regular curriculum.

According to Guskey T. (2008), grading is not necessary to the instructional process. Also, reporting forms and grades is not necessary for the professors to teach well and students can learn things well without them. An essential aspect of successful teaching