Power of grades

 

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In Finland’s system of  basic education and high school grading is in general carried out numerically from 4 (disqualified) to 10 (excellent). Although most elementary schools give grading as verbal evaluation until certain age. Still, most students start receiving numerical grades latest from the end of elementary school around the age of 12 onwards. Vocational schools give grades from 1 (worst) to 3 (excellent) and universities apply grading from 1 (worst) to 5 (excellent).

Grades hold great power on the students, even as far as in terms of identity building. Actually in Finland there’s a gender-specific concept of ‘ten girl‘ (kympin tyttö) suggesting females are better students as well as the highest grade 10 is an ideal norm everyone should pursue. Grades are therefore a means to categorize students to ‘bad’ and ‘good’ ones. Consequently, some students start pursuing after the highest grades with mixed motives. That begs the question have grades become an end itself and has actual learning become secondary?

Another dilemma with the paradigm of grading systems lies with their motivational aspect. They’re constructed upon the idea of external motivation since grading is enforced through curriculum, which students usually have minimal impact on. My ongoing concern with the current grading system is due to students not caring for school not aiming for better grades either. Are there ways of motivating students more evenly?

Perhaps there is. Lately I have been reading a book about ipsative assesment (Latin: ipse, “of the self”) by Gwyneth Hughes Ipsative Assessment – Motivation through Marking Progress. It’s an inclusive and individual assesment method originating on internal motivation, in which students set the evaluation criteria themselves. That can be a learning goal, numerical grade or whatever one prefers. Also one’s performance isn’t compared to others – only on their own (setting it apart from the basic self-evaluation). I’m not proposing the current grading system to be scrapped per se, but instead complementing it with advanced and individual grading mechanisms. Sure, implementing them takes time and effort from the teacher/educational staff, yet may yield in better learning results.

Additionally, one could wonder perhaps the root cause isn’t grades itself but the way they are applied by teachers. Ideal scenario is that teachers review students’ performance through tests, essays, portfolios and so forth. And based on those curriculum-set criteria they evaluate each student individually. Problems arise however when:

1) Students don’t know exactly how they are evaluated
e.g. how a grade is formed and how to improve it?
2) Teachers assign grades arbitrarily
e.g. is there a pedagogical reason for a student to gain a higher grade? Is someone favoured?

To conclude, there’s much work to be done in creating truly transparent and motivating evaluation mechanisms 😉