For me, as a "student bird," letter grades and percentages are somewhat of a paradox when it comes to evaluating student performance. Students who prosper under pressure or competition find grades to be motivating since they offer a clear, quantitative measure of success. But I frequently believe that grades might minimize my work to a single figure, overshadowing the educational experience and limiting innovation and risk-taking. Grades might cause worry, which makes me prioritize getting a certain mark above paying close attention to the subject matter. On top of that, I challenge the objectiveness of grades, questioning if they really represent my comprehension or if they get affected by elements like grading criteria or teaching methods.
According to the "teacher bird" point of view, grading students accomplishes a number of goals, including as assessing overall performance and giving comments on my students development. But these grades can also reinforce a system that values memorization over cooperation and critical thinking. They frequently represent a teacher's subjective assessment of the students' work, which might differ greatly among teachers and result in inconsistencies. Although grades are determined through an extensive procedure that includes both formative and summative evaluations, they are frequently based on standardized criteria that do not take individual learning styles into consideration.
I believe giving grades has the advantages of offering an organized structure for evaluation and assisting in identifying areas in which pupils might want further assistance. Along with helping to spot patterns over time, grades may also help parents communicate with their children about their growth.
