Saying that grades are not going against the nature of why the system works in the first place. Grades help us to understand the standard of excellence in terms of our academic achievements. It is our innate competitive nature that reinforces the importance of good grades. By nature, humans are competitive. You can turn on the TV see that high rating shows like “Survivor”, “Top Chef” and “The Biggest Loser” are the most popular. The goal in each of these shows is to be the “last one standing”, the one(s) proven to be the best. Sporting events like The Olympics, The NBA Finals, or the World Cup where teams compete to prove to be superior above all other teams have worldwide fame. Competition is even in the games we play as children.
That is exactly the reason why grades motivate students. They are the difference between being at the top of the class, and seen as smart and capable, versus underperforming. Low grades (C’s, D’s and F’s) are referred to as “bad grades” for a reason. Students are constantly reinforced to be the best. Those students who have high grades are awarded honors and recognized for excellence. Some students may even be accepted into Honor Societies or be chosen to participate in exclusive events or clubs. Students know that doors will be opened unto them if they are academically successful, and grades are the ruler that measures that success. This is what motivates students to do their best work, knowing that the “A” or “B” is worth attaining.
Some teachers even argue that receiving a low grade can be just as big a motivation. Professors tend to know the abilities of their students, and some students do not perform up to their potential academically. Receiving a low grade, especially at the beginning of the grading period can serve as a wake-up call to apply oneself thus earning higher grades.
There is a counter argument that students are more motivated about earning that “A” or “B” than learning about the subject being taught and there not being enough retention of the material. An alternative method of grading has been discussed in academic forums as a possible solution. To these arguments I say that it is at this point that I place the responsibility on the instructors/professors. Although no school has the authority to demand an exact equal curriculum for all courses taught, due to the varying degree of content in each, there is a solution. Schools can be more demanding on professors/instructors to be tougher graders. I often hear students say, “This professor is easier, take him/her” or “This professor doesn’t give much homework, and is an easy grader”. If more professors/instructors tightened up on their grading, the standard of excellency placed forth would be equal for all to achieve higher grades.
We should also understand that there is a level of responsibility placed on professors to engage students with the material they are learning. There shouldn’t be a distinction on whether a student will comprehensively learn something or receive a high grade. These two are correlations of each other. There is an expectation that the material will be broken down and explained at a level suitable for its audience. Through a series of activities and participation, a student should be immersed into the subject being learned. This is what helps students achieve those high grades. Because they understand the material, they can pass tests. Grades should also not be comprised of tests alone. A good professor knows that giving grades for participation, or activities helps students. Not all students learn the same. Some students may not perform well under pressure and will not score highly on tests. Keeping this in mind helps all students to achieve higher grades if they apply themselves. Society places a strong emphasis academic success, for which grades are the measurements. A student could be held back a school year and not advance to the next grade.
