New grading policy

In the present paper, I would identical to provide my arguments against the refreshed grading policy, whose nature is random selection of grades. In fact, there atomic number 18 two points of its fallibility the fact that it actually measures students luck quite a than their true proceedings and that it destroys the entire purpose of education as the process of gaining knowledge and skills.First of all, it is necessary to define the term grading. According to the educational Policies Committee, grading is the main symbolic method of recording the evaluation of a students donnish performance (Educational Policies Committee, 1991). Evaluation, in turn, can be defined as assessment of the value of individual achievements, according to the existent educational standards. Education, according to Fuhrmann and Grasha (1983), is the development of knowledge, skills and character of students through continuous penury (Fuhrmann and Grasha, 1983, p.156).As one can understand, the new gr ading policy does non set up the interrelation between the students academic acquirements and performance and the symbolic mark, letter or figure. Those learners whose achievements are poorer have an hazard to receive higher grades through random selection method, whereas more sure-fire and hard-working students might fail in terms of grade. Consequently, one can heart up that the new policy actually measures the persons luck, as the grade does not depend upon their efforts, skills or abilities.Furthermore, given the definition of education, it is doable to assume that the new grading policy contradicts to the purpose of college or university studies. This linguistic rule of grading does not motivate students to develop the necessary knowledge and skills, as their performance is not appropriately evaluated, i.e. the truth about the value of achievement is distorted. Therefore, students, being aware of the fact that the true information about their attainment will not be provid ed, are unlikely to work on their academic performance and lose the willingness to succeed.To sum up, a positive appraisal of ones achievements is amongst the major incentives in the education system. The learners thus are unlikely to become true professionals after this motivator is eliminated with the introduction of the new grading policy.Works citedEducational Policies Committee. Responsibility for Grading and Grading Policy. 4 Apr 1991, http//www.usu.edu/policies/pdf/Grading-Responsibility.pdfFuhrmann, B. and Grasha, A. A Practical Handbook for College Teachers. Boston Little Brown, 1993.