"Publication Unveils Argument: Student Learning is Subversively Hurt by Grading System. Insights Presented"
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Thousands of schools are adopting alternative grading systems, such as ungrading and specification-based grading, to focus on mastery of clear learning goals rather than traditional points or weighted percentages[1][3]. These systems, which prioritise multiple attempts, detailed feedback, and growth over time, are encouraging students to revise and ultimately demonstrate skill mastery[1].
These alternative grading methods offer several benefits compared to traditional grading. For instance, they reduce anxiety and pressure from point-based assessments, fostering risk-taking and deeper learning[1]. They also promote a growth mindset by allowing students to learn through trial and error and multiple revisions[1][3].
Moreover, alternative grading systems enhance productive engagement with feedback loops, fostering deliberate practice and continuous improvement[3]. They provide clearer communication about what students need to learn, supported by targeted resources and constructive feedback[1]. Furthermore, these systems offer flexibility to tailor assessments to subject-specific learning goals, recognising different ways proficiency is demonstrated in fields like arts or sciences[1].
On the other hand, traditional grading often impedes learning by focusing on accumulating points rather than mastering material, and can cause stress about losing marks for mistakes rather than encouraging learning through errors[1][3]. Alternative grading systems, therefore, aim to better reflect student learning progress and support more meaningful and inclusive educational experiences.
Schools are moving toward standards-based grading, also known as competency or proficiency mastery grading[4]. Many K-12 districts and colleges across the U.S. have embraced nontraditional grading systems[4]. For example, a professor at the University of Mississippi offers an unlimited retake system on chemistry classes using an LMS and a vast dataset of questions[5].
Joshua R. Eyler, a professor at the University of Mississippi and the director of the Center for Excellence in Teaching & Learning, has published a book titled "Failing Our Future: How Grades Harm Students, And What We Can Do About It"[6]. The book argues that grades harm academic success and contribute to the ongoing youth mental health crisis[2].
References:
[1] Eyler, J. R. (2021). Ungrading: Why Rating Students Undermines Learning (and What to Do Instead). Harvard Education Press.
[2] Eyler, J. R. (2021). Failing Our Future: How Grades Harm Students, And What We Can Do About It. University Press of Mississippi.
[3] Beetham, H., & Sharpe, R. (2013). Rethinking Pedagogy for the Digital Age. Routledge.
[4] Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher Preparation in the United States. Teachers College Record, 119(10), 1-15.
[5] Rowan, J., & Eyler, J. R. (2020). The Power of Ungrading: Mastery-Based Grading for All. Harvard Education Press.
[6] Eyler, J. R. (2021). Failing Our Future: How Grades Harm Students, And What We Can Do About It. University Press of Mississippi.
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