Oct 10: Exit slip

In today’s lesson, our class engaged in a mock debate that focused on the significance of grades in education. I represented the "against grades" side. While brainstorming our arguments, my group created a chart illustrating the various increases and decreases associated with grading. We structured our discussion to emphasize the perspectives of both students and teachers, highlighting the negative impacts of grades. Our main argument was that grades serve as extrinsic motivators, often leading to heightened stress, a tendency to cheat, increased competition, and socio-economic inequalities. This environment may diminish students' motivation to learn, autonomy, exploration, and willingness to tackle challenging questions. For teachers, grades can also lead to corruption as they often influence potential funding.

Overall, I felt our side had an advantage, partly due to the readings and videos we reviewed prior to the debate. Similar themes regarding the inadequacy of grades have also emerged in other courses, such as math assessment. This suggests a potential bias in our class that aligned with our argument. Nevertheless, the debate highlighted that grades may still play a necessary role in our society. For students aiming for college or specialized careers, employers often rely on grades to compare candidates and select the most qualified individuals. Thus, grades are crucial in this selection process. They also provide a tool for students and teachers to track academic progress.

As an educator, I continue to consider whether the debate needs to be as black-and-white as the literature suggests. Can grades and constructive feedback coexist in a way that supports student learning and mental well-being? More research regarding this may arise with the recent application of proficiency scales. Additionally, is the real issue grades themselves, or is it our attitudes and classroom culture that frame them as a measure of worth?