Are Grades Necessary for Learning Reflection

Like Dan Pink said, the problem is that "grades have become the point." The only way learning is assessed is if a students gets a certain score or not. This is unfortunate though as many have pointed out that getting a good grade doesn't mean a student has learned what they were supposed to (and vice-versa). Although, I think the example Dan Pink used (about French) wasn't necessary the best. The reason many don't learn a language after studying it for several years is they don't practice it regularly because they are not immersed in an environment where it's required to use. Most people who learned how to speak a second language did so because they spent a decent amount of time in a country where that language was spoken with regularity.

Back to the question though...are grades necessary for learning? The obvious answer is of course they aren't. Anyone can learn something without needing a grade to determine whether they have learned or not. That being said, there does need to be some measurement to decide whether a student has learned something or not. Grades, were initially institutionalized because they provide a picture of how well a student has learned something (or at least that is what they were supposed to do). As Mr. Pink said though, grades are now the focus instead of learning and that is where the problem lies.

My personally philosophy, one that is changing and under constant scrutiny, is similar to one we learned about at El Camino High School, something they called "grading for learning." In my opinion, a student's grade should be an A as long as they completed the learning goal. If they take a test on their 5th try and finally get an A, then an A should be their final grade. This, of course, creates a set of problems. How do we encourage students to not take advantage of a system like this (i.e. not try really hard the first four times and waste everyone's time)? Some students have the ability to learn faster than others and have greater mental skills who only need to take a test once to get an A. Do we treat them exactly the same as those who take a lot longer (i.e. some students are better suited to mentally demanding jobs compared to others)? There's also the logistical problem of creating a completely new educational system that puts students through at an individualized pace. We can't keep those students who past the test the first time behind just to wait for those it takes five times to pass the test.

Clearly, the answer to this question deserves considerable thought and debate. The ultimate goal, of course, should be to create as best a learning environment as we can for our students.