“What are the next steps in Alternative Grading Methods”

April 25th, 2022

Demostric Ray

Eng 1102

Dr.Weaver

Introduction 

As a student, the main goal is to obtain knowledge. As a teacher, the main goal is to educate. When we look at the grading systems/methods, we stop there; just at the number or letter reflected on a piece of paper, whether it be a test or a paper. The current grading method used in school systems limits students vastly because they are just a number; a grade point average. The higher purpose of grades is to show how much a student has learned and how well they can apply that knowledge to a test. This is not the best method for a lot of students for various reasons. Standardized tests are usually used to measure a student’s understanding of a subject, but not all students test the same. Beyond that, if a student does not demonstrate knowledge per an assessment, teachers will not address what students seemingly struggle with; instead, they simply give the grade and move on to the next section of the school curriculum. This is a disservice to our students and to the future of this world. Children are untapped potential and it is crucial to utilize other methods for evaluating the work and knowledge of students in order to best serve them in the classroom.

Discussion

When the focus of a test is the result of the test rather than the student taking the test, seeking knowledge to better the student is lost. This is what is referred to as “product-based learning” (Hope, 2020). With this method used as the primary grading system, students will often cram as much as they can just to pass a test rather than actually be able to retain that knowledge and information to apply in the future. Though it is not unknown what the grading system is, what furthermore proves the disservice we have to students is often, teachers do not allow students to retake a test or show that they can grasp a concept beyond the first attempt. Sometimes, we as people/students do not know what we do not know until we are faced with it on our own. It almost is a double punishment because not only will the student receive a grade that is not “good”, they also may have the insecurity of feeling dumb or discouraged. At the school Michelle Hope teaches at, she shares that students had optional work but still chose to complete those assignments because they were given feedback as a substitute to a numerical or letter grade. While her students are in elementary school, should this approach continue on, it may reflect students actually cooperating more with assignments and seeking to be in the classroom. Taking a step back to evaluate the work of students through commentary and feedback is a “grading” method known as process-based grading. This is not a one and done grading system, but ensures students are checked in on to address why a student may not be understanding a concept. Furthermore, it also allows grace to students. As Hope mentions, students may receive a grade 0 for an incomplete assignment and the teacher will plug that in not caring about how that affects the student/their future and also simply why an assignment may not be complete. She goes on to ask questions such as: “Was the student ready for practice or was he still struggling to grasp the concept? Did she have a “space” or the “time” to do homework at home? Is there a language barrier or a cultural reason for why the work was not completed?” and these are all valid questions to wonder about without punishing a student and gaining a deeper understanding as a teacher/educator. By using the product-based grading system, it treats students as if they all walk and live the same life with no other circumstances. This is an injustice to students. As mentioned before, the job of a student is to seek knowledge, but if they do not retain that knowledge the first time around, the response is basically “oh well” and that does nobody any good. 

There are other methods being adopted in U.S school systems to measure/grade students. Another method used is proficiency-based grading. This grading method focuses on students being able to master units/topics of the curriculum. Proficiency-based grading focuses on the progress of learning rather than just the letter grade (Erbes, Wizner, and Powlis, 2021). Workforce. Through this grading method, the goal is for students to fully understand each learning standard, and when that does not happen, the next steps are to give more support and attention to the child to help them understand and be able to reach a more mastery level of the subject. This alternative approach also is catered to each individual student and breaks down each learning target. If the goal truly is no child left behind, this approach is definitely more cultivated to see the success of students in the classroom. It requires more patience in the classroom and that can also help build rapport and encourage students to keep going rather than seeing themselves as failures. This approach really emphasizes what a student has learned from what has been taught. It does no good to pass a test and have a decent grade point average, even if that does take you all the way through college if you are still missing twenty percent of the lesson or you are not able to apply it to real life situations. An 80% on a test translates as “good”, but if a lawyer only had 80% the knowledge for a case, that does not translate as “good” in the same way. If we continue to let the other 20% go unacknowledged, we really are missing the mark. Imagine a doctor operating on you with only 80% of the tools they need. A study from August 2018 to July 2019 composed of 72 sophomores, found that though students still prefer letter grades, they also feel that traditional grading methods inadequately measure learning (Erbes, Wizner, and Powlis, 2021).A healthy balance is needed and one question about these results is where it stems from to prefer a letter grade; potentially a sense of accomplishment or because that is the standard they have been brought up with and that is primarily what they know. Either way, some form of change is necessary to make students feel comfortable and competent at the same time while still having the same respect for education and classroom learning goals. 

When the sole objective for the classroom standard is to pass a test, that means the focus is the end result; a grade. This emphasis on a grade whether it be numerical 1-100 or alphabetical causes stress and anxiety in students. In a survey conducted through Stanford University’s Challenge Success Program, using data from about 54,000 high school students, 76% of students reported they often worry about the possibility of not doing well in school and 75% of students reported they either always or often feel stressed by their school work (Feldman, 2020). That is a very high amount of stress looming over students’ heads. We teach children and young adults that it is okay to make mistakes, but these traditional grading methods do not support that statement. A student may not test well but always completes homework assignments and does well on them. Typically an assessment has more weight/impact of a student’s grade then the homework, so if a student has an 85 in the class and gets a D (60-65) on an assessment, their final grade for the class is not an accurate measurement of the knowledge the student has obtained or their “success” of the subject. Even if staying with the stress-inducing traditional grading methods, if simply allowing a student to retake a test or redo an assignment, it encourages them to further learn and it can be more at their pace rather than the pace of the school curriculum.

In conclusion, there are multiple benefits to moving beyond the traditional and working with alternative methods of grading. These benefits include encouraging students to keep learning, less induced-stress, a more diverse understanding of the lives of students, and simply grace to be able to make a mistake. The old saying “if first you don’t succeed, try, try, again” comes to mind and knowing it is okay to have to try again without feeling shame or being labeled a bad student motivates students. Every student does not walk the same life and many other factors contribute to academic success. The best educators often have the mindset that when their students do not properly demonstrate knowledge of a subject, it is not a failure on behalf of the student, but rather them as the teacher that something was missed in translation. As stated before, the role of a student is to seek knowledge and the role of a teacher is to educate. The two can happen at the same time without taking away from the rigor of a course or pushing students further to excel.

References

Erbes, Stella, et al. “Understanding the Role of Traditional & Proficiency-Based Grading Systems Upon Student Learning and College Admissions.” Journal of Higher Education Theory & Practice, vol. 21, no.10, Sept. 2021, pp. 54–68. EBSCOhost, https://doi.org/10.33423/jhetp.v21i10.4625.

Hope, Michelle. “The Only ‘F’ That Matters.” Educational Leadership, vol. 78, no. 1, Sept. 2020, pp. 28–33. EBSCOhost, https://search.ebscohost.com/login.aspx?

Feldman, Joe. “Taking the Stress out of Grading.” Educational Leadership, vol. 78, no. 1, Sept. 2020, pp.14–20. EBSCOhost, https://search.ebscohost.com/login.aspx?

Demostric Ray 

Summary

Oregon State University talks about a lot of their skills and attributes to attract like-minded individuals. The University prides itself in filling its campuses with high achievers who prefer small classes and are looking to major in something that can directly change the world. The institution is one of only three other schools to have all applicable grants.  The establishment strives to reach students who are interested in making changes in the world through hands-on experience and proper training. Seeking students who do not mind being on campus and engaging in the detailed research studies programs. Any student looking to help with environmental changes, humanity wellness, and advanced technology should apply. The university uses strategies such as “APATSARC-Purpose” to help engage the reader’s mind and Large Rhetorical Strategies such as “imaging ideal Readers “to persuade any shy scholar who’s looking their way.

Analysis

Oregon State University does many things to get interested students eager to apply. They do this through various skills apart of the APATSARC strategies. The University website creators also find tactful ways to grasp the students they are looking for through large rhetorical skills like imagining the ideal readers. These skills are very important when it comes to recruitment teams. These skills help you to understand why the author is writing or saying anything, helping you see what goals the author may have in mind as well as imagining the audience the author is trying to grab. Filling the university with the students they desire to fit their standards is no easy task. In this passage, I will analyze how the website employs these strategies.

The Site starts by giving us a large burst of imagery quickly followed by student section links. In these links, the authors and creators state their messages and values and a small synopsis of history on the school. These links are the key to putting the ideal student right in the hands of the Office of admission. On the website it states,” Everybody deserves access to an education that transforms their lives. Yours could be next” (Oregon State University” Home”). This statement allows the reader to think of themselves as deserving and on the right path to changing their life. As a student, this gets you wondering “why?”, why must I pick this institution over all the other schools in Oregon?

The site then uses APATSARC strategies to help the show and persuade the reader why “Oregon state is the destination for more high achieving students than any other school in Oregon.”  (Oregon State University” Why OSU”). A minor but effective detail helps readers see how the institution makes use of small facts all over the website constantly grabbing at the student’s mind to help see how high achieving scholars such as themselves are exactly who belongs there. Oregon shows that their campus has more than enough to offer by mentioning that Oregon state is not only a land grant, but also a sea, sun, and space-grant university. ” (Oregon State University “About”). Being one of only three in the country allows more funding to all the programs offered. This allows students to ease their minds if they are having issues with campus location attached to certain majors. It also shows us how students who are looking for a well-funded and up-to-date program can look no further.

The creators knew that some students may be a bit discouraged to apply due to students not knowing what career pathway to take. To help ease those students’ minds the website states that you can “study anything, you want choices we got choices.”  (Oregon State University “Parents”). Stating this gives the students insight into how the institution plans to cater to any student unsure of their profession or simply willing to find what works for them. This is not only big for the incoming students but also for the parents of those new freshmen students. Incoming students who are serious about their professional lives after college need not worry either. The institution states that by being a public research university and offering internships these are the exact variables needed to have a well-paying career they are sure to love” (Oregon State University ”Why Osu”).

The website finds ways to reach its ideal readers through the description of the establishment “Ranked for innovation, education, entertainment, and overall livability.” (Oregon State University” Why OSU”).  A student reading this will quickly find themselves questioning If they are in fact innovative and looking for ranked education with great entertainment and housing. This method is critical for the website being that it will be the leading factor in persuading the ideal student. The university has to offer quite a few of these intriguing statements for the students they desire and those they do not.

Students of all kinds are accepted and welcomed, but the university is seeking students that are looking to be scholars. Students who are motivated and willing to take their National and Graduate exams, and pass are brought to the spotlight when the website states details and statistics on how well their students do “Our students Pass the National exams + entrance to graduate programs.” (Oregon State University ”Why OSU”). Envisioning what the reader may or may not think is what makes the college so successful. Of course, students are worried about national exams and graduate programs so why not comfort the students with detailed facts on how the school can make it very possible for them. The authors and creators go through various lengths to make sure that these strategies grab students who are looking to attend an innovative, well-funded, multicampus, University will be reached and persuaded.

Response

I do believe that the University would have grabbed my attention if I was a freshman looking to find a school that has a little bit of everything with financial stability.  The site provided readers with a lot of flashy facts but, the university does not specialize in anything. It seems to have so many options for students that it has nothing to concentrate in. Which makes me feel like the college has no actual expertise. For example, Harvard is known for being a law school, even though you can also get other degrees there, they specialize in Law degrees. The fact that Oregon State offers so many options may be appealing to students who are new to the college experience. Which can bring in tons of potential candidates, but what about life after college. Getting a job with no experience is extremely difficult. With the school having no expertise in a major or career field, how can they provide you with the proper training and network to be successful? I believe college should be about preparing you for life after college and helping students become a part of the labor force, in whatever major they choose. Even if the school was made to my convenience I would only fall into the persuasion if I was a first-term freshman.

 Oregon State University, https://oregonstate.edu/.

Meeting Nina Lam

I had the pleasure of interviewing one of Georgia State University’s finest students. Nina Lam is a Dual enrollment student at the great Clarkston High school. At the young age of 17, she has already surpassed many of her peers at Clarkston and Georgia State. Nina stated that she is determined to do whatever it takes to keep her grades high and her family proud. She prides herself in work ethic and getting things done in a timely and professional matter of time. Nina says that her cousin is her main influence on doing well in school. She pushes her to do well since they are very close in age the family competition keeps her focused. Nina has been an honor roll student at every school she has attended. Out of all the classes she has taken, Culinary is the most interesting and she is eager to take more of them in the future. When asked what are some things that worry you about college she responded, “Falling behind in her studies because it would create a downhill effect on other areas in her life”. She always finds ways to take care of her responsibilities just like her mother. Who owns multiple nail salons around the metro Atlanta area. Nina has always looked up to her mother for being the great, loving, role model she always needed. Unlike her mother, her dad did go to college and prepared her early so she could be successful in school molding her in her early years with assigned chores and staying on here about her school work. Even though she never really intended to go to college she enjoys the experience. Nina admitted that college is hard sometimes and the pressure of grades does get the best of her. However, she is still determined to do well and make connections in class if it is going to help her succeed. Job security is what she sees at the end of her college career and she has all the right tools to get there such as. A supporting family who is in her corner to keep her in stride. Motivating Cousins who challenge her to be the best she can be at all times. A great level of consciousness about her academic and social self. That is going to drive her to the success she desires. Nina never gives in and never gives up. I look forward to seeing her grow into her future self and what more she has to offer in this semester’s course.

Citations: Interview with Nina Lam