Competition for high grades seriously limits the quality of learning at all levels of education.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
During the course of learning, there are different learning objectives expected to be achieved by students. Thus, it is presumptuous for the author to claim the role of high grades are equal for all level of learning. From my perspective, when students are either at their infancy or advanced stage of learning, learning quality tends to be deteriorated by competition for high grades. On the contrary, for secondary students, the proposition makes complete sense by acting as a stimulant for learning.
I accede that if high grades take precedence over other learning objectives, it would diminish the learning desire of young children. As the objective for kindergarten or primary school is to inspire curiosity and train cognitive skills, grading could be counterproductive as it introduces unnecessary competition and pressure. Primarily, small kids are incapable to understand the true meaning of grading, thus, implementing a strict grading model is merely a waste of energy. Looking at the issue through a negative lance, young kids are more likely to suffer from the fear of engaging into class activities as bad marks are correlated with bad performance or foolishness. In long run, it inclines to tarnish the confidence and interest in learning of these vulnerable souls.
For students in their secondary education, it requires a barometer to keep students motivating and focus on their study. Grading system has been proved to be an effective mean in improving the quality of learning rather than diminishing it. When study becomes more knowledge-based, it requires higher span of attention from student to achieve efficiency in their learning. The nature of grading at this stage would act as catalyst to ignite the innate persona of human being, competitiveness. With the attempt to prove themselves to friends and family, Students would thrive for higher grades. Through this process of acquiring knowledge, not only does it enhance students’ knowledge database but as well aid the discovery of individual desire and aptitude. For instance, as students yearn for higher placement on the grading list, they would understand what they are truly good at and what they are really interested to explore indepthly.
When students are mature enough to be autonomous in their learning, such as those in college level or above, achieving high grades could impose unnecessary pressure hindering the flexibility for students to explore knowledge in their own will. Asides from those who aim to become an erudite or scholars in a particular field, the learning mission of college graduates should be more inclined towards the real life application of knowledge, which helps make them real professionals in the field. As most grading method is associated with a highly structural curriculum, it tends to generate more ennui than efficiency. For instance, if a student is good at memorizing information rather than translating those data into actionable strategy or innovative application, on general, we would not consider his study effective. Thus, student’s creativity and critical thinking skill would be constrained by orthodox grading systems.
In conclusion, depending on the nature of learning at different level of education, competition for high grades has its own merits and shortcoming. The strategy yields optimal result if and only if grading could act as motivation propelling the students forward. Or else, it would diminish the learning quality as a whole.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-21 | Himanshu Sharma | 66 | view |
| 2020-01-05 | stevewang1007 | 70 | view |
| 2019-11-07 | kook | 66 | view |
| 2019-10-11 | Mohit Raghuvanshi | 50 | view |
| 2019-10-06 | omarsamiiir | 50 | view |
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Grammar and spelling errors:
Line 1, column 1, Rule ID: DURING_THE_COURSE_OF[1]
Message: Use simply 'During'.
Suggestion: During
During the course of learning, there are different learning ...
^^^^^^^^^^^^^^^^^^^^
Line 6, column 1, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...nish the learning quality as a whole.
^^^
Transition Words or Phrases used:
but, if, look, really, second, so, thus, well, for instance, in conclusion, such as, on the contrary
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 6.0 11.3162921348 53% => More relative clauses wanted.
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 77.0 58.6224719101 131% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 2946.0 2235.4752809 132% => OK
No of words: 546.0 442.535393258 123% => OK
Chars per words: 5.3956043956 5.05705443957 107% => OK
Fourth root words length: 4.83390555256 4.55969084622 106% => OK
Word Length SD: 3.03151342775 2.79657885939 108% => OK
Unique words: 283.0 215.323595506 131% => OK
Unique words percentage: 0.518315018315 0.4932671777 105% => OK
syllable_count: 927.9 704.065955056 132% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 4.0 4.99550561798 80% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 46.1166997952 60.3974514979 76% => OK
Chars per sentence: 122.75 118.986275619 103% => OK
Words per sentence: 22.75 23.4991977007 97% => OK
Discourse Markers: 4.16666666667 5.21951772744 80% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 16.0 10.2758426966 156% => OK
Sentences with negative sentiment : 3.0 5.13820224719 58% => More negative sentences wanted.
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.211878237505 0.243740707755 87% => OK
Sentence topic coherence: 0.0672080372304 0.0831039109588 81% => OK
Sentence topic coherence SD: 0.0535264467893 0.0758088955206 71% => OK
Paragraph topic coherence: 0.140325431534 0.150359130593 93% => OK
Paragraph topic coherence SD: 0.0389165673639 0.0667264976115 58% => OK
Essay readability:
automated_readability_index: 15.4 14.1392134831 109% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 14.34 12.1639044944 118% => OK
dale_chall_readability_score: 9.33 8.38706741573 111% => OK
difficult_words: 159.0 100.480337079 158% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
---------------------
Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.