Faulty Grading System And Its Outcome
KEYWORDS: Children, Examination, Top Grades, Faulty system, Anxiety,stress, Performance Pressure, Human Behavior,Feedback, Summative Evaluation ,Formative Evaluation, Successful Child.
The purpose of learning is about learners being prepared for their future and reaching their fullest potential as life long learners. The topic opens a huge can of worms in faulty evaluation methods. For better or worse, in the end it seems that everything comes down to the final grade, which generally generates a source of anxiety for learners especially to kids.
There is no perfect assessing tool or method which is most reliable as far as assessment of a learner is kept into consideration. There are several tools and methods available but Each of them just gives a weak guess about the learner. They neither give us information about the learning situation nor the solution to improve the learning situation. The fact is that the score is just a standard set by humans for a particular task. The score does not tell us about the strengths and weaknesses of the learner,they simply tell us how a learner has performed in a particular task.
While the main purpose of evaluation is to determine the state of learning and take action to improve its quality by providing effective feedback. When seen from the students’ point of view, assessment for learning will help in giving information and guidance. Each individual may devise his / her own plan for learning, managing one’s own pace of steps needed to take.
It is pertinent to mention here that Human behavior is quite complex that it cannot be described or summarized in a single score. The manner in which an individual organizes his/her behavior patterns is an important aspect to be appraised. Information gathered as a result of measurement or evaluation activities must be interpreted as a part of the whole. Interpretation of small bits of behavior as they stand alone is of little real meaning.The techniques of measurement and evaluation are not limited to the usual paper-and-pencil tests. Attempts should be made to obtain all such evidence by any means that seem to work.
The nature of the measurement and appraisal techniques used influences the type of learning that goes on in a classroom. If students are constantly evaluated on knowledge of subject-matter content, they will tend to study this alone.. A wide range of evaluation activities covering various objectives of a course will lead to varied learning and teaching experiences within a course.
Assessment for learning is when methods of assessments are used by lecturers and they have different functions such as to upgrade and improve their pedagogical strategies to be of better assistance to students, to evaluate their performance, to give feedback, to position a learner’s learning outcomes in a framework set up by the institute, and funding when appropriate.
On the other side of the coin, assessment for learning should be seen by students as an opportunity to adjust their own learning methods.
Let me summarize the disadvantages of the evaluation methods:
• They measure relatively superficial knowledge or learning.
• The are unlikely to match the specific goals and objectives of a program/institution
• Norm-referenced data may be less useful than criterion-referenced.
• They are More summative than formative (may be difficult to isolate what changes are needed).
• Norm data may be user norms rather than true national sample.
• They may be difficult to receive results in a timely manner. Recommendations
• They must be selected carefully based on faculty review and determination of match between test content and curriculum content.
• Embedding the test as part of a course’s requirements may improve student motivation.
At last I,would say that Just as a score of 90% does not identify strengths and weaknesses and does not indicate what part a student needs to correct in order to progress.
Student acquiring a score of 90% doesnot necessarily indicate that he/she has mastered that part of lesson. No doubt evaluation is an important part of learning process but not the only part of it.