Grading systems are policies that are applied in schools to assess the academic performance of students. The grading system policies have changed with time and slightly differ from one academic institution or level to another. Grading for kindergarten is different from that of high school. These policies have been essential in promoting teaching and learning from students. Most students–if not all, strive to get the best grades possible due to various rewards associated with each grade. The teachers are tasked with the responsibility of assigning grades and must play the role of advocate and judge for their students. A grading policy needs to be evaluative and descriptive for equality and transparency.
According to Amber Shefcyk, grading policies are essential for learning. The system provided by the curriculum is equitable and ensures that students develop their thinking and learning to prepare them for life after school. This is supported by the learning expectations at the end of every course. The expectation brings the relationship between a course and a real professional life. For example, learning how to write a lab report for biology or physics classes requires students to not only understand how to write reports but also how to analyze the data they obtained as professionals would handle it. Preparations by teachers and students also make this criterion very successful. According to the collapse, the grading policy by Gabriela Bezio, the passing grade is 70% in grade 6-8. The grading policy is based on assessments, which accounts for 70% of the total grade and learning activities, and learning activities, which accounts for 30%. The pass mark is lower in complex subjects, such as algebra. Students are given a chance to have makeups in case they missed. Students who fail to complete certain requirements receive an incomplete. Both parents and students receive performance feedback. In Patrick Clark’s grading system, grades are awarded depending on the level and performance. It also offers honors for best-performing candidates and retakes for students who recorded poor grades.
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These grading systems have various similarities. First, the policies provide students with equal chances at the start of the semester. The work of the students is graded as the course progresses through learning activities. At the end of the course, the students are awarded an opportunity through the end of course evaluation. In all policies, students with high academic traits receive recognition. In addition, all the policies have a system in place to help students who may be behind the syllabus. This ensures that the goal of education, which is improving students, is achieved rather than punishing poorly-performing students.
Although the policies exhibit some similarities, there are several differences. In Gabriela Bezio's grading policy, grades are awarded on percentage and have no subcategories. The student can either pass or fail. In all subjects except in Integrated Algebra and Earth Science, whose pass mark is 65, the passing grade is 70%. In addition, the grades are awarded based on assessments and learning activities taken. On the other hand, in Patrick Clark's grading system, the numerical grade value is awarded a letter grade and additional perks, such as honors, and credit, which are unavailable in the other grading systems. In this system, students fail if their grade falls short of 50%. In addition, grade conversion is not automatic but is based on the GPA formula, which includes quality points, units taken, and the sum. This grading system also has conditions for changing courses. Students are allowed 3 days, 5 days, and 10 days for 45, 90, or 180-day courses failure to which they receive marks penalties.
Grading policies in schools should be used to evaluate the academic and learning outputs of a student. All the grading policies above measures the academic performance of students. Patrick Clark's grading policy is stricter and requires students to be serious from the start of the course. Students are, however, offered a chance to retake failed courses. The other grading policies are student-friendly and offers a chance for redemption and involves other learning activities. Grading policies should be designed to encourage maximum student participation to prepare them for the future.
