Frustration rises rapidly as students are becoming more concerned about the new grading system’s impact on their academics, and what it could mean for their futures.
Traditional grading was a way for students to earn an “A” by simply putting in effort on assignments, but with teachers questioning their comprehension of the content, some high schools in Capistrano Unified School District are moving towards a new grading system – Evidence-Based Grading (EBG).
This new system introduces a “flipped” form of grading, where a student’s grade is based on their performance on assessments and how well they understand a particular topic. The intended goal is for students to demonstrate their mastery of their classes’ content and skills.
However, many teens struggle with test-taking already, and this year places even more stress on students, as the evidence system puts immense pressure on each test and quiz that they take.
“It’s hard when your entire grade is made up of tests and quizzes,” said Paige Steers (12).
With many students putting more pressure on themselves, it is important to consider whether this new form of grading should continue in years to come.
In addition to assessments, homework poses a big problem for students as well.
Under the new system, homework is worth a very slim part of your grade, and paves the road for students to not do a single assignment.
“Homework used to encode the information into my mind, but now I just see it as a pointless task,” said Teagan Acevedo (12), perhaps referring to the idea that homework is now worth less in many classes.
Although teachers may believe Evidence-Based Grading is more effective, it instead gives a disservice to members of the student body by developing a version of success that’s far different from most schools.
Most high schools in the area, and out of state, continue to follow the old grading system, increasing students’ frustration with the fact that their academic portfolios will not be equivalent.
“Why do other schools get to base their academic success off of hard work, while ours is based on how good of a test taker you are?” said Acevedo.
As the year progresses, problems begin to arise. Various teachers are ignoring the new system, or going to measures such as creating their own grading scales.
This imbalance between classes and rising tension among students, are just a couple major issues with the system, and as the year progresses, there will only be more to come.
With schools beginning the switch towards the evidence-based system, it is important to discuss whether the schools should continue forward with this program, or take a step back and realize the major trade-offs it brings.
“I feel as if teachers are trying to make us fail by introducing this new system,” said Steers.
