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Disadvantages of Grading System

School is revered to be the second home of many children. It plays an integral part in the holistic development of each and every student. Not only does it act as a medium in which children learn new things but they are exposed to the real world where they interact with their peers and learn many things through experience which nothing else can provide.

The primary reason for schools to exist in the world is to impart knowledge to the students studying in it and assessing the students forms an integral part of the functioning of the school which is usually carried out in two ways. 
The primitive type of assessment was by marks where the marks for all questions were added to get a net or grand total mark.

This Method had Several Advantages and Disadvantages.

The advantages were that the studious were clear demarcated from the not so studious types of students but this led to intense pressure in-between the students and learning was not revered to be fun but rather a hard task which they had to deal with. 
This led to the advent of the grading system. Let us see the advantages and disadvantages of grading system.
The advantages of the grading system are many one being the pressure on the students to study has significantly reduced. 
This is because of two things; one is that the students are being grouped together into certain grades based on their marks. 
A common grading scale in the United States is A- 90 to 100, B- 80 to 89, C- 70 to 79, D- 60 to 69, E- 0 to 59.
In case of India the general pattern is as follows A1: 91 to 100, A2 : 81 to 90, B1: 71 to 80, B2: 61 to 70,  C1 : 51 to 60, C2 : 41 to 50, D for 33 to 40 and lesser for E's. 
Another advantage that this method has brought in is that it has introduced the concept of assessing the students based on their assignments and overall performance and not just a single test driven method. 
Earlier the marks obtained in the exams were the only indicator of whether a student is performing well or not. 
But with their assessments also being considered for their final assesment the pressure towards having to score extremely well in the final exams has reduced. 

But these advantages have also turned to be the disadvantages of the grading system. 
The fact that a student scoring 100 out of 100 without any mistakes and a student who scored 90 out of 100 with several mistakes to be grouped together actually de-motivates the student studying well. 
Also the spirit of competition has reduced as the student studying moderately would not try that hard to understand everything as he knows very well that he has a scope to make a few mistakes and still get a decent grades. 
Also the fact that assignments will be considered for the overall marks makes the students lethargic towards studying well for the exams as they know how much to get in the exams to pass.
Moreover, the onus now lies on the subject teacher and their honest assessment of a particular student for overall grading rather than the true merit of that student. 
Ultimately the students will study to pass and not to learn, which was the same problem in the case of the marking system. 

The disadvantages of grading system include the fact that students cannot be differentiated with respect to one another as more than two students with different capabilities in terms of their intellectual capabilities will fall into the same group. 
Thus a teacher will not be able to know which person needs more special attention than the other. 

Even though there are several disadvantages of grading system it has removed several disadvantages of the marking system. 
A recent survey has shown that with the advent of the grading system the number of students among students with respect to examination has drastically reduced. 
So the grading system has to be looked upon for improvement and not replaced with any other system.               

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From Wikipedia

Grade inflation

Grade inflation is the increase over time of academic grades, faster than any real increase in standards.

It is frequently discussed in relation to U.S.education, and to GCSEs and A levels in England and Wales. It is also an issue in Canada.


Grade inflation is the arbitrary assignment of higher grades for work that would have received lower grades in the past. The higher grades do not reflect a genuine improvement in student achievement. Only with systematic research can it be determined whether rising grades are a result of grade inflation or higher achievement.

The pressure to inflate grades, and thereby reduce standards, which is placed on teachers can come from parents, students, schools and politicians, and is evidence of underlying credential inflation.

This is especially true since, if other schools or teachers are inflating grades, any school or teacher that takes a "hold out" stance will place its students at a disadvantage. Some educators may feel pressured to give higher grades for fear of students complaining and receiving bad course evaluations, thereby diminishing their reputation resulting in denial of promotion or tenure, or causing them to face lower enrollment in their classes. Course evaluations produced by the students in a class are often used by committees to help them make decisions about awarding the teacher promotion and tenure. A teacher may improve evaluations by improving their teaching, but the strategy that comes most quickly to mind for achieving better evaluations is to give higher grades for assignments and exams. A comprehensive study by Valen Johnson shows a statistical correlation between high grades and high course evaluations [Grade Inflation: A Crisis in Education, Springer-Verlag, 2003]. In a separate analysis of grades at Pennsylvania State University, the onset of grade inflation in the 1980s corresponds with the onset of mandatory course evaluations.

Possible problems associated with grade inflation

  • Grade inflation makes it more difficult to identify the truly exceptional students, as more students come to get the highest possible grade.
  • Grade inflation is not uniform between schools. This places students in more stringently graded schools and departments at an inequitable disadvantage.
  • Grade inflation is not uniform among disciplines.

Princeton University took a rare stance against grade inflation in 2004, and publicly announced a policy designed to curb it. The policy states that A's should account for less than 35 percent of the grades for undergraduate courses and less than 55 percent of grades for junior and senior independent work. The standard by which the grading record of each department or program is evaluated is the percentage of A's given over the previous three years.

Arguments against taking action on grade inflation:

  • Higher grades at some schools may reflect better performance than others (although with no national standard, there can be no way to compare one school to another by grades).
  • Although grade inflation doesn't evenly distribute through departments, it is arguable, due to the subjective nature of grades, that interdepartmental grading practices were not even in the first place (e.g. how is one supposed to determine the English equivalent of an A's worth of work in Physics?)
  • Grade inflation may motivate less productive students to keep studying whereas countries with no grade inflation may discourage students from studying by demoralizing them.
  • The US system still allows for students to thrive by offering courses with honors options as well as awarding valedictorians. Many companies in the US also look at GPA while selecting candidates.

Similarly, if one believes the purpose of a school is to better oneself and gain an understanding of the subjects, then one might not care too much if people are getting better grades than before, regardless of the cause. Indeed, it could be construed as a positive development since it might lessen the negative effects that some say grades have (see Punished By RewardsbyAlfie Kohn).

Arguments against its existence:

  • Clifford Adelman, a senior research analyst for the U.S. Department of Education, reviewed student transcripts from more than 3,000 universities and reported that student grades have actually declined slightly over the last 20 years, in 1995.
  • A report issued by the National Center for Education Statistics surveyed all 16.5 million graduated from the year 1999-2000. The study concluded that 28.9% of graduated received mostly C's or lower, while only 14.5% received mostly A's. These results conform to grading based upon a normal distribution.

Grade Inflation in the United States

Grade Inflation at the Post Secondary Level

A recent study, , collects historical data from 80 schools, in some cases dating back to the 1920s, and conclude clear evidence of nationwide grade inflation over time, and regular differences between classes of schools and departments.

Main historical trends identified include:

  • a divergence in average grades between public and private institutions, starting in the 1950s;
  • a widespread sharp rise in grades from the mid-1960s to mid-1970s;
  • relatively little change in grades from the mid-1970s to mid-1980s;
  • a slow rise in grades from the mid-1980s to present.

The average at private schools is currently 3.3, while at public schools it is 3.0. This difference is partly but not entirely attributed to differences in quality of student body, as measured by standardized test scores or selectivity. After correcting for these factors, private schools grade on average .1 or .2 points higher than comparable public schools, depending on which measure is used.

There is significant variation in grading between different schools, and across disciplines. Between classes of schools, engineering schools grade lower by an average of .15 points, while public flagship schools grade somewhat higher. Across disciplines, science departments grade on average .4 points below humanities and .2 points below social sciences. While engineering schools grade lower on average, engineering departments grade comparably to social sciences departments, about .2 points above science departments. These differences between disciplines have been present for at least 40 years, and sparse earlier data suggests that they date back 70 years or more.

Until recently, the evidence for grade inflation in the US has been sparse, largely anecdotal, and sometimes even contradictory; firm data on this issue was not abundant, nor was it easily attainable or amenable for analysis. National surveys in the 1990s generally showed rising grades at American colleges and universities, but a survey of college transcripts by a senior research analyst in the From Yahoo Answers

Question:i need an essay on this topic for i have to attend a debate.

Answers:Advantages:- Students feel less stress with grading system. Some students work hard for whole the year but can't do better at the exam time grading system is very helpful for those students. Disadvantage:- Students that have gain position in the class they couldn't find the point to point difference as this system work approximate % age.


Answers:Disadvantage : Studying all day n night n doing well n other who is getting almost 8-9 % less mark will get the same grade. Advantage : I think there is no big difference between a student who is scoring 99 and other 90 and therefore it will help a student to perform in other areas also like sports, music etc.

Question:I need to know the Definitions & Advantages / Disadvantages of these main things : GDP GPI Economy Economic Systems Production Distribution Entreorenuer Assembly Time Technique Production Team Method Consumerism Quality of Life Stone Age Agriculture Industrial Revolution Urbanization Technology Material & Non-Material wealth Tradition Ideology Paragmatism Land Capital Labour advantages and disadvantages of : *Traditional *Command *Market *Mixed this is all from a grade 8 geography textbook. THANKS. IF YOU GET ALL THEM I'LL ADD 10-20 EXTRA POINTS

Answers:Oh, come on. You can look all those up using an online dictionary or Google. We aren't going to do your homework assignments for you.


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