Should teachers grade on a curve?

HARRY BENNETT hbennett.roundupnews@gmail.com @hb3reports

Grading on a curve is a highly useful tool that all professors should utilize in their classes.

Procedures that are used to grade on a curve vary among professors and institutions. Some teachers curve based on the class average of a test score while others simply bump the highest grade up to 100 percent and scale the rest of the class scores by a similar amount.

In any case, grading on a curve is beneficial not only for the student, but more importantly, the teacher.

Students who have experienced curved grading have clearly seen the upside. Their scores are boosted by a few extra points, which in turn amounts for a better test score and a higher grade in the class. Who wouldn’t want extra points on a difficult test?

As for professors, curved grading can be an extremely useful method to improve their teaching skills. It can help teachers analyze and adjust scores accordingly. If a teacher was able to assess the results of a test and come to the conclusion that the exam was too difficult based on the class’ poor results, then grading on a curve has done its job. From this point, the instructor would be able to adjust the questions if necessary or even modify his or her teaching methods. If an entire class were to miss a certain question and the professor simply awarded the students with an extra point, then curved grading was not fully accomplished.

The root purpose of this type of grading is to learn from mistakes. At the point when the instructor redefines their lesson to make sure students know the correct answer is when curved grading is thoroughly helpful.

Grading on a curve also creates more of a competitive atmosphere for students in certain situations. The incentive with this grading policy gives students the motive to strive for the best test score, as the student with the highest score will automatically receive 100 percent.

Pupils who know they are not as knowledgeable on certain material have the relief of knowing that extra points will be awarded to their final score. This in turn creates less stress and anxiety going into an exam as a student.

Different forms of curved grading may be used effectively depending on the class and the academic level of a group of students. It is a favorable method for all students and a valuable tool for professors who use it correctly. Grading on a curve improves test scores and teaching skills across the board.

JAMES STEWART jstewart.roundupnews@gmail.com @jmstweartrn

Grading on the curve is a method of grading that is based on letter grades that are distributed on a bell curve. Typically, for an assignment or test, the average score becomes an average grade. The scores above and below the average are distributed accordingly.

This way of grading seems harmless, however, it can create imbalanced competition and learning outcomes, as well as inadequate learning achievements.

Grading on a curve was traditionally known to foster competition. Teachers who grade on a curve often create mixed emotions for a student to receive an A. The pressure of being one of the few to get a high grade is believed to stimulate students to work harder, study longer and take their class more seriously, but often the opposites happens.

Creating competition for a limited number of high grades can be more hurtful than motivational. Students want to develop a sense of self-worth instead of discouragement with their academic success. If students can successfully compete for high grades, then opportunities for self-worth are created in the academic setting. Students who are discouraged by the lack of opportunities to get a top grade do not try hard.

In a classroom with scarce rewards, the inevitable result will be students that try hard but are not rewarded. This threatens self-worth and reduces motivation to work harder. The lack of motivation trickles down to the lack of appreciation for the subject matter, which is essentially the most important aspect of learning.

Creating a limitation also fosters self-loathing. Students are more apt to strive for success if they believe it is attainable. No one wants to continue if they do not believe they are of value. Assignments and grades should not be heavily focused on pass or fail. Rather, they should be based more on if the student understood the core concepts.

For professors, the curve system makes it difficult to compare students and gauge comprehension of the subject material. If all the students are performing poorly, even the highest scoring student may be failing to meet the class standards.

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Editorial Board deems not to be a letter.

Often we hear people shun community colleges, but like many things in life, you never know the true value of something until you experience it yourself.

Normally, one hopes to transfer from a two-year community college to a fouryear university and attain their degree in a four-year time frame.

For me, that was a dream that I accepted would never become a reality.

In August 2013, after finishing high school, I attended California State University, Northridge (CSUN).

I ignored all the “you’ll regret that” comments from friends, as they packed their bags to attend the various Universities of California, such as Davis, San Diego and Santa Barbara.

I never understood the staunch criticisms made by people my age regarding CSUN, but it only took me a week to find out.

With such a large campus, I felt overwhelmed, lost and merely a number in the middle of a huge crowd. In a class of over 200 students, it was difficult to connect with the professor and have your voice and ideas heard. It made me question the system and wonder why people would pay more money for larger classes and professors with less time to devote to you.

If you weren’t part of a sorority or a fraternity, you didn’t really have a social status on campus.

After three semesters, I felt lost in such a large university setting that seemed to have no time for its students.

I started attending Pierce in February 2015, and feel like a valued individual with a voice, a vote and a say in how the campus is run. I have classes with less than 40 students and the professors have the time and ability to review, help and teach in a timely and understandable manner.

The Pierce campus feels like a home away from home as opposed to CSUN, which felt like a heated concrete jungle in the valley. Also, the $100 difference in parking pass prices between Pierce and CSUN is easy to appreciate.

Pierce is a newfound home I welcome with open arms.

The smoking ban also shows that Pierce cares about the health of its students and the smaller campus means more familiar faces.

At CSUN, I was one of several students incapable of getting the journalism classes necessary to graduate, and this resulted in me taking ridiculously-priced GE classes that I could have taken elsewhere for an eighth of the price. The application process was simple and anyone could sign up, log in and add whatever classes they want.

Thankfully, the absences of classes at Northridge led me to Pierce. While moving from a 4-year to a 2-year seemed like a daunting experience at one point, it has been one of the most eye-opening and happy experiences of my student life.