Why do we get grades at school at all?

It’s the end of semester, or the report cards

day by Armageddon. Grades are often seen as a measure of success or failure, with
A representing the former and F represents the later. Were academic achievement
and the pursuit of perfect report cards in shaping one’s future. Grades can be used
to determine eligibility for advanced courses, competitive colleges, and professional
licenses.
The origins of grading back to Yale President Ezra Stiles in 1785, He wrote in his
diary that there were 58 students in his examination and they’ve got 20 & 16
Optimi, 12 Inferiors (Boni) and 10 Pejores. He also assigned color grades to his
students. These color grades are believed to be the first of their kind. Yale's 1813 to
1839 records of examination, the averages students were recorded in the book by
the tutor, which used a scale of four, may have influenced the commonly used 4.0
scale today. The early grading practices at William and Mary College in 1817. It
highlights how students were categorized into four groups based on their
performance: first in their class, orderly correct and attentive, little improvement,
and little or nothing learned. This grading system was used in the 19th century, but
the 4.0 scale wasn't yet standardized.
This is how Harvard experimented with various grading scales, such as 100-point,
20-point, and 9-point systems in 1950. Initially, descriptive adjectives were used to
evaluate student performance, but later, letter grades were introduced. In 1886,
Harvard and Yale and Mount Holyoke in 1897 adopted a five-point grading system,
with E being used to denote a failing grade instead of F. Over time, the E was
dropped, and the standard system across US colleges became a five-point system
represented by the letters A through D and F.
The meaning and recording of grades have changed over time. While grades can be
useful for determining class ranking, grouping students, and influencing job
opportunities, the text raises questions about their effectiveness in promoting
student learning. It also acknowledges the stress and anxiety that grades can cause
for many students.
The importance of grades can vary depending on one's career path. While grades
are often seen as a predictor of success, but they have limitations. Grades are
based on averages, which may not provide a complete picture of a student's
abilities, and they may not account for outliers or individual variations. The text also
points out that many successful individuals throughout history did not have high
academic achievements. Many successful individuals throughout history, including
Magic Johnson, Anna Wintour, Steve Jobs, Richard Branson, and Oprah Winfrey, did
not have high academic achievements. Having perfect grades in high school does
not necessarily guarantee future success.
A study conducted by Karen Arnold on 81 high school valedictorians and
salutatorians. The study found that these students were generally successful in
college, with high GPAs, 95% earned college degrees with an average GPA of 3.6,
60% went to graduate school, 90% professional achievements and jobs and 40%
are in the highest tier of those jobs. However, Arnold noted that while they excelled
in traditional academic skills, they were less likely to become visionary leaders. She
attributed this to the fact that grades often reward conformity and rule-following
rather than creative thinking and specialization.
The potential drawbacks of focusing on achieving a high GPA. It highlights that
prioritizing a high GPA can sometimes lead to neglecting one's areas of interest or
expertise. A high GPA can indicate being a generalist rather than a specialist. Many
successful individuals are recognized for their creative thinking, unique
specialization, and intellectual passion, which may not always be reflected in their
grades.
Any successful individuals may struggle in school but often base their self-worth on
their academic performance. In 2002, a study of 80% students in University of
Michigan, found a correlation between lower grades and lower self-esteem and
health. Does grades are effective tools for promoting student learning? The shift
away from letter-based grading systems in favor of alternative approaches.
The limitations of letter-based grading systems in education. Alcones Khan’s
criticisms of grading, including its potential to discourage learning, promote
avoidance of challenging tasks, and hinder deep thinking. Many teachers prefer
narrative reports or conferences with students and parents as alternatives to
grades. The increasing stress on teachers due to grade inflation and the pressure to
deliver desired grades. Some educators are moving away from letter and number-
based grading towards standard-based grading.
In 2012 to 2013, Kentucky and Virginia implementing systems that combine
traditional letter grades with individualized progress reports. While parents initially
found these new systems confusing, they ultimately found them helpful in assessing
their child's growth. Many classrooms around the world are exploring new methods
that prioritize innovation and retention of knowledge over memorization. Traditional
grading systems may not be the best way to measure long-term student success.
While grades can be important for certain career paths, they are not the sole
determinant of success. Grades may not accurately reflect qualities like creativity,
ingenuity, and intellectual passion. As a result, many schools and educators are
exploring alternative methods to measure student progress beyond traditional
letter-based grading systems.