The grading process is not an easy one as it consists of various aspects and often places a great responsibility on the teacher. As students attach importance to their grades, instructors ought to be reasonable and fair when rating learners’ knowledge and skills. This essay aims to present some ideas on the assessment process and to consider the issue from the perspectives of fairness and purpose. It will also provide the practices I would follow to comply with my view on the process.
The purpose of grading is to assess a person’s level of achievement. Marks have the function of communicating the student’s attainment to their parents, educators, and school administrators. They also help the learner and the instructor to track progress, and if the results do not meet their expectations, refine the training method. In my opinion, fair grading implies that a person can see the requirements their work must fulfill. Furthermore, a teacher’s attitude to students should not interfere with the evaluation process.
The first thing I could do to ensure fairness and consistency in grading work is to provide students with clear criteria. It can be done in the form of an answer key or rubric for a particular assignment or exam. Thus, learners would have an opportunity to see whether their works conform to the rules and make changes if they are needed. Teachers, in turn, could grade all students equally by checking the criteria list.
Moreover, I would avoid rating a student whom I cannot assess impartially as personal prejudices must not influence marks. In this case, I would ask a colleague to mark the paper. It would also be incorrect to grade students when you are tired or in a bad mood, as it may negatively impact the fairness of the process. Hence, I would choose to postpone grading until a better time.
In conclusion, grading is an essential part of the teaching process as it measures students’ knowledge and helps to monitor their learning progress. Marks may be highly important to learners; that is why teachers should be fair, impartial, and consistent when giving grades to students’ works. Each educator should determine the purpose of assessment and develop a clear strategy that will correspond to their philosophy.