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Janette Orquia
Aug 21 9:41pmLast reply Aug 22 11:10amManage Discussion by Janette OrquiaReply from Janette Orquia
Hello Dr. Widman and Class,
In the field of educational assessment, assigning grades using a curve or relative scale has long been a difficult topic. In my opinion, grading on a curve has serious disadvantages that can reduce its value as a legitimate and unbiased gauge of student achievement, even though it can be advantageous in some situations (Grant, 2016). Curving also has the potential to maintain inequity. The grading scale may have a significantly adverse effect on students from differing educational backgrounds, intensifying already-existing gaps rather than resolving them (Grant, 2016).
Curved grading those in favor argue that this approach handles differences in test complexity and guarantees a particular distribution of grades. A curve can assist equalize scores in classes when exams are very tough or where student performance varies widely (Richeson, 2011). This helps avoid the situation where an exceptionally difficult test results in unusually low grades. Additionally, by comparing students’ achievements to those of their friends, it may develop a sense of competition that inspires them to work harder. But there are significant drawbacks to this strategy (Richeson, 2011). Rather than promoting cooperative learning, grading on a curve may create an environment in which students are opposed to one another in an excessively competing sense. A curve-based method might not fairly represent each student’s level of topic understanding. Even students who comprehend the content well may receive lower grades than they deserve if the class performs inadequately overall (Richeson, 2011). In contrast, students who struggle could get a higher grade than their work deserves if the class does extremely well. In conclusion, there are drawbacks to grading on a curve even if it can help normalize scores and handle test difficulty (Grant, 2016). It is frequently more efficient to use definite grading scales that compare performance to precise, predetermined standards in order to assure fair and accurate assessment. This strategy encourages a more cooperative learning environment and provides more equitable evaluation help.
Reference
Grant, A. (2016). Why we should stop grading students on a curve. The New York Times.
https://www.nytimes.com/2016/0
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