Blended and remote instruction has forced to change teaching and learning practices. As with reflection, the learning process is a critical component of making sense among things have been thought. This needed creativity and innovation which not only makes learning effective even changes the student’s perception.
Kampylis and Berk, 2016 have said, if learning is productive it will simulate creative thinking which is a process of acquiring habits basically require skills and based on outbox thinking.
Creativity helps students to experiment ideas, generating view, questions hypothesis and reevaluating one’s idea again. All the things fall in the right place when students start focusing on what they’re learning rather concentrating on grades. The core purpose of this article is educating students on how they can focus on what they should learn, and how they can achieve the best grades with the learning process.
A Brief History Of Grading
During the 1970s, 75% of the US high school used grades to conceptualize subject importance. Some schools of UK and Harvard were used to reward the scholar who held regular competition or is a part of regular classroom activities in 1971. Yale and Harvard examined to elect valedictorians in early 18s.
By the mid-eighteen century, Harvard was experimenting public examination and ranking enhancing goods moral conducts. But at this, many other universities were not keeping formal records of grades due to many reasons.
Amid all of this, we have also seen in the early nineteen percentage-based grading system was quite common. Numerous studies have been conducted by researchers to understand the unique pattern of a grading system for instance in some universities, E symbolize to fail and some considered it as excellent.
A continuous study is still progressive to show the connection among grading system just of biological traits.
In the present day, though grading displays the pedagogical process it somewhere creates pressure or burdening students to do well during assessments. Now grades are becoming organizational tool rather pedagogical enterprise – tools that facilitate communication and collaboration among students.
Purpose Of Grading In Today’s Era
Does grade provide feedback to students of their performance or just mere a source to get an application letter?
Bohart, 2008 has said, if a paper is returned with comment and grades to students, they tend to look on grades at first and then ignore comments.
For any faculty, feedback is an application of grading and commenting both. They serve equally in terms of briefing students’ performance in-crowd. As suggested by the essay writer, ignoring one over other defines a growing desire for grades not learning.
Written feedback can enhance students problem skills, if they reap those benefited highlighted in the commenting section, this actually improves their future work. However many teachers have accepted in anecdotal accounts, many students focusing on knowing their grades rather reading feedback. On the other side, many studies have revealed, students do care for feedback, but apprehending teacher’s instruction at the same time might become difficult.
Does Grades Motivate Students To Do Better?
As defined in the history of the grading system, every university intends to motivate students rather stimming the efforts made by instructor and students. In a view of Tanner et.al 2012 grades appears to play with students fear and damping extrinsic motivation.
In a study conducted by Tanner et.al, they have shown providing written comments even don’t reduce the negative impact grading exerts. When students want to be graded, they like to read a descriptive comment.
In this course, achieving high grades for the assignments somewhat fails to maintain the future interest of getting assignments. Students feel frustrated and start looking for an assignment writer help. If you need any form of assistance from essay helpers, you can log in at OmanEssay who will help you to learn concepts and boosting your grades.
How An Instructor Can Help Students To Focus On Learning
As we have discussed above, large groups of students criticized the impact of grade, find meaningless at times. In this scenario, we should first need to teach them concepts by adding real-life experiences such that learning could become fun and creative thinking gets involved.
When an instructor is balancing accuracy-based grading with efforts base grading, the automatic outcomes will be different. Assessing participation and efforts can be happened in a variety of ways just like rewarding students who are raising question during classroom
The instructor should try to incorporate self-reflection and students dialogue in the assessments process. For instance, homework can be assigned after the lecture where students mapping the flow of a carbon atom to a coyote.
If possible instructors can write a letter of recommendation for those students who have good skills but didn’t score well in the examination At last, the instructor should provide meaningful opportunities to students in terms of assignments.
A review of the history of grading may present the concurrent impact of learning and grading. In this blog we have figured if learning is productive it will simulate creative thinking which is a process of learning habits, thus enhances creative thinking skills. This will happen only when grading motivates students rather increasing their stress. In this blog, we have highlighted chronological evolution of grading and its significance over the years and came to know in the course of achieving high grades for the assignments somewhat fails to maintain the future interest of getting assignments. So an instructor must follow several processes to enhance learning like they should try to incorporate self-reflection and students dialogue in the assessments process.
Amaral, K. E., & Shibley Jr, I. A. (2010). Using popular nonfiction in organic chemistry: teaching more than content. Journal of Chemical Education, 87(4), 400-404.
Kampylis, P. & Berki, E. (2014). Nurturing creative thinking. [pdf] International Academy
of Education, UNESCO, p. 6. Available at:http://unesdoc.unesco.org/images/0022/002276/227680e.pdf
Roettger, C., Roettger, L. O., & Walugembe, F. (2007). Teaching: more than just lecturing. Journal of University Teaching & Learning Practice, 4(2), 6.
Schinske, J., & Tanner, K. (2014). Teaching more by grading less (or differently). CBE—Life Sciences Education, 13(2), 159-166.
Schneider J, Hutt E. (2013) Making the grade: a history of the A–F marking scheme. J Curric Stud.:1–24.