GRADING SYSTEM by Shiva Khanal

 GRADING SYSTEM

                                                                                                                    

The grading system in education has evolved over centuries. In ancient civilizations like Greece

and Rome, education was primarily oral and assessment relied on recitation and memorization.

During the Middle Ages, religious institutions used a pass/fail system for theological

examinations. The modern grading system began to take shape in the 18th and 19th centuries

with the emergence of standardized tests and the adoption of letter grades by Yale university of

Greek in 1985 AD . In the world different colleges and universities have practiced and

implemented a grading system. In the late 19th and early 20th centuries, educators like William

Farish and William A. Brownell introduced numerical grading scales. By the mid-20th century,

letter grades (A, B, C, D, F) became standard in many educational systems worldwide,

providing a more nuanced assessment of student performance. However, criticisms of grading

systems have also emerged, leading to ongoing debates about their fairness, accuracy, and

impact on learning and student motivation. The SAARC country India adopted the grading

system in 2010 by CBSE board and Nepal government adopted this system in 2016 AD.

There are different grade point systems in the world e.g. grade point 10, 7, 5 and 4. The most

popular grade point system is the grade point 4 which is the most commonly used in American

universities. The SAARC countries also adopted this grade point 4 system. The grading system

in education has both merits and demerits.

Merits:

1. Feedback and Evaluation: Grading provides students with valuable feedback on their

performance, helping them identify areas of strength and areas needing improvement.

2. Motivation: Grades can serve as motivators for students to strive for academic excellence and

to engage more deeply with the material.

3. Standardization: Grading systems help standardize assessment practices, ensuring

consistency and fairness in evaluating students#39; work across different classrooms and

institutions.

4. Accountability: Grades hold students accountable for their academic performance and provide

a basis for measuring progress over time.

Demerits:

1. Subjectivity: Grading can be subjective, influenced by factors such as teacher bias, grading

criteria inconsistency, and differing interpretations of assignment requirements.

2. Stress and Pressure: The focus on grades can create stress and pressure for students,

leading to a focus on achieving high grades rather than genuine learning and understanding.

3. Narrow Assessment: Grading systems often focus on quantifiable outcomes such as test

scores and assignments, neglecting to assess important skills and competencies such as

creativity, critical thinking, and problem-solving

4. Demotivation: For some students, low grades can be demotivating and may lead to

disengagement from learning rather than inspiring improvement            

                                                                                                        Shiva Khanal

                                                                                                        Department of Mathematics