The Failure Of Pressure To Get Good Grades For Students

1628 Words 7 Pages
The majority of students all over the world strive to receive what they deem “good” grades. However, it has reached a point that students abandon learning to achieve them and succeed in life. Therefore, the immense amount of pressure society puts on students to obtain good grades detracts from their ability to learn.
Students have many misinterpretations about their grades, particularly what they represent and their relationship with learning. For example, they often mistake long-term learning and course grades as equals (West and Carrell). In reality, the grade he or she received and the amount a student actually learned are independent of one another (Rubino). Many students are more attracted to having A’s on their reports cards than
…show more content…
Many schools’ admission departments, specifically colleges, tend to view students only as their grades and exam scores (Robbins 192). Students are then pressured to achieve impressively high grades in classes and on exams, such as the SAT or ACT, to be accepted into the schools of their choice. In other situations, some parents feel that their parenting is only valued by the grades their child receives (Belkin). Because of this, students study hard to achieve their parents’ approval. Also, a study on sixth graders and their parents revealed they define academic success as obtaining high grades (Robbins 219). Some students feel that they must have good grades to live up to their parents’ expectations (“Student Life Survey”). Another pressure is sports eligibility. Almost all schools have rules regarding a student’s grades and his or her eligibility in school sports (“Student Life Survey”). Students may be removed from sports teams if their grades are not up to par. In addition, students who are able to receive athletic scholarships generally have to also be good students. However, some coaches encourage their players to unethically obtain high grades to receive scholarships …show more content…
Two specific styles are called standards-based and proficiency-based. Standards-based teaching allows for a closer relationship between teachers, students, and parents. Standards-based grading excludes the letter and number scales and instead focuses on a student’s mastery of a subject. A real life example is that the state of Oregon filled with many schools that follow this style, issued a law allowing the use of number and letter grading, but only based off academic performance, not on an assignment 's tardiness or a student’s behavior. Standards-based grading eliminates the inflated grades given to students who are well-behaved in class, but do not have strong grasps on the subject matter. In standards-based learning, teachers send home detailed individual updates to the students and their parents each week creating a digital portfolio of work (Grinberg). Both styles include an assessment of learning. Assessment of learning allows feedback for students to grow and is a guide to show what their strengths and weaknesses are in relation to skills and topics (“Grades vs. Assessment of Learning Outcomes). Focusing so much on grades teaches students that it is not the journey, but the destination that is important. These new ways of instruction teach the opposite (Belkin). Some schools in North America, like Oregon, are abandoning traditional grading for detailed messages that are summaries and evaluations of

Related Documents

Related Topics