Every parent wants their child to be “a straight 100 student,” or “at the top of her class,” or “an academic awardee.” What generally determines this prized status?

Grades. Most often, report cards are the primary means of measuring a child’s progress through school. 

Doing “well” in school is measured by a series of tests or letters on a sheet of paper: 100 is very good; 90 is ok; 80 is not so good; and 75 or 70? You’re grounded and not allowed to use a gadget. Some parents reward their children for good grades by ascribing a monetary reward, going out, or maybe giving them their wish gift. For those who get failing grades, they take away priviledges. For many families, the grade is a goal.

 But what do these numbers really mean to us?

 Many researchers and parents are now questioning the effectiveness and purpose of grades at this time of “New Normal.” Parents definitely deserve to know how their children are doing in school, and students benefit from understanding how they are performing, but how that progress is communicated can have a great impact on how a child learns.

The research suggests three consistent effects of giving students grades or leading them to focus on what grade they’ll get. First, their interest in learning itself is diminished.

 Second,they tend to prefer easier tasks—not because they’re lazy, but because they’re rational. After all, if the point is to get 100, your odds are better if you avoid taking intellectual risks.

 Third, students tend to think in a more superficial fashion—and to forget what they have learned more quickly—when grades are involved.

To put it positively, students who are lucky enough to be in schools (or classrooms) where they’re learning are more likely to think deeply. The evidence on all of these effects is very clear, and seems to apply to students of all ages.

                                                                                 

  

By: Adora N. Sarile|Teacher III|Balanga Elementary School|Balanga City, Bataan