Presently, grading systems leave students with many desires chief among them being the notion that discourages their performance. With the wish to motivate students to achieve better grades, the need to replace the current system with a feasible and easier-to-implement grading mechanism is appropriate. In essence, institutions should implement a grading system that upholds high academic standards. Notably, the current system through the faculty sacrifice accuracy to facilitate student satisfaction and prevent the administrative censure for issuing many low grades. Consequently, students do not understand much content, sharpen their skills, and maximize their cognitive development. The establishment of a better system would comprise the high standards for student work by reinstating the necessary integrity to grades and identifying any discriminatory professional judgment (Benson, 2008).
Students can be motivated to improve their performances by implementing a grading stem that reflects the student learning outcomes. Nowadays, grades do not reveal the learning outcomes that students actually achieve or do not achieve. For this reason, students do not recognize their true capabilities and they probably assume that they understood the outcome appropriately. As a good strategy, a better grading system should be established, in which the grades would be attached to the outcomes (Benson, 2008). Specifically, the new grading system should identify the course outcomes that the students have and have not achieved. The move would play a significant role in demonstrating the relationship between grades and outcomes, a feature that can be easily explicated in the syllabus.
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Overall, the current system has transformed education into a game that students become champions when they acquire the coveted rewards in terms of high grades. The least amount of effort can be put so long as good grades are achieved. The notion means that performance defines everything while learning is not an important factor at all. Notably, offering partial credit for dissatisfactory work discourages students to lower their limits of excellence.
Reference
Benson, B. P. (2008). How to Meet Standards, Motivate Students, and Still Enjoy Teaching! Four Practices That Improve Student Learning . New York: Corwin Press
