Good question – is grading an aspect of education that needs revision or rejection?
In this module we have been involved in student-centred learning, becoming independent learners by actively choosing topics of interest for our blogs. My central focus has been on evaluating the grading process. Grading is an integral part of the education system, yet its use is often questionable.
My initial blogs focused on the issues with grading, with the belief that with certain adjustments, the grading process could be improved. For example, there is a disparity between the subjective process of grading, and the ‘objective’ assessment produced (Kohn, 1994). Markers aren’t machines, and are subjected to a number of influences in the grading process (York, Bridges & Woolf, 2000). Therefore educators must decide whether to follow strict guidelines (or use automated marking) to obtain objectivity and reliability, or accept the subjectivity of grading, allowing students to surpass the mark scheme through novel creativity.
As I gained…
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