So do grades help students learn in classrooms? Absolutely not.
Grades may not help students learn, but they should not be completely eliminated. Grades should be used to reflect on and improve performance.
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- Jan 2023
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asaobinoue.blogspot.com asaobinoue.blogspot.com
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And this may be true in one sense, but grades tend to be the wrong kind of motivation.
I agree that grades can motivate students to complete their work and provide accurate answers. However, it is the wrong motivation when a student is not actually learning the material.
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Your learning is the work you actually did, the researching, reading, writing, etc. That's why you felt good about the paper when you turned it in.
This is why I believe it is important not to procrastinate. I have a tendency to procrastinate and rush through my assignments. I don't learn at the end of the day. I'll remember this so that I can make time for my assignments.
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In fact, you'd want the teacher to find weaknesses and things to improve on, but grades keep you from wanting that because weaknesses in a paper means a lower grade.
You wouldn't know how to strengthen or improve your weaknesses if you didn't know what they were. This is the entire purpose of the diagnostic essay we were given. We were given completion points and will be given feedback on our writing. We're getting feedback without having to lower our grade.
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More generally, if you are going to get better at any activity or practice, be it basketball, knitting, or writing, you have to be willing and able to take risks when you practice those activities.
This makes me think of the phrase "practice makes perfect."
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If you were smart, and cared a lot about your grade, you didn’t.
I had a lot of moments in math classes where I wanted to answer a question using a method I wasn't familiar with, but I went with the method I knew was safe for me to use, especially on timed quizzes. I didn't want to take a big risk when it came to my grades.
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In short, grades encourage you to play it safe with your learning and avoid important behaviors that help you learn, or write better.
Grades discourages learning. It motivates students to want to get a good grade rather than to actually understand the material? I agree that when I didn't get a good grade on an assignment, I would try to get the right answers without actually understanding the subject.
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It’s even in our media: As the linguist Rosina Lippi-Green points out, the way that cartoon characters speak, like the Lion King’s hyenas or Shrek’s donkey, reinforces our racial and linguistic stereotypes, encouraging kids to think of their classmates who sound like Simba or Shrek as “good guys,” people who sound like the hyenas as “bad guys,” and people who sound like Donkey as buffoons.
I never realized that the media portrayed characters in that way and that it encourages children to judge others based on how similar they are to certain characters. It reminds me of my childhood, when kids were frequently compared to cartoon characters, and how powerful comments like those can be.
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So why do people think of speakers of standardized English as being smarter, of a higher status, and as having more positive personality traits than speakers of nonstandardized English varieties? These values have more to do with who is in power: If people are devalued for some reason or another—race, gender, socioeconomic class, and so on—their language gets the same association.
I think the reason why some people associate standardized English with being smart or a higher status because they appear to have received a higher level of education.
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those kids who just axed a question may feel dumb and be treated as if they’re dumb by the people around them.
Hudley demonstrates how “asked” is pronounced like “axed” by kids and claims that they may feel dumb or treated dumb as a result of not “properly” pronouncing the word. I used to pronounce ask/or asked like axe/or axed until adults and teachers corrected me. Whenever I was corrected for saying it, I felt horribly wrong and lost confidence in speaking in public or in a classroom.
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By Anne H. Charity Hudley
Anne H. Charity Hudley is an American linguist who studies on language variation in secondary schools. Her research and publications, according to her biography on standford.edu, addresses the relationship between language variation and educational practices and policies from preschool throughout graduate school.
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