Multiple grading

Multiple Grading Affiliation: s in the education sector strive to offerboth teachers and students a favorable environment for interaction in order to enhance the teaching and learning experience. The ultimate concern for stakeholders in the education sector is the success gained through the implemented education programs and systems. A critical factor in this line is the skill and knowledge level realized by the students in the process of studying and learning. The students’ knowledge and skill level is measured by the various grading methods that individual institutions employ in evaluating the ability, achievement, and performance of the students.
Multiple Grading accounts for both ability and performance in determining the grade earned by the student at the end of the semester (Jung &amp. Guskey, 2011). The student progressively earns points from numerous activities that constitute the grading system under multiple grading. In this respect, the final grade of the student is determined by a number of activities that sum up the student’s academic performance and efforts in the course work. This grading system goes beyond the normal standardized practice that evaluates the performance of the student based on passed and failed tests.
Multiple grading has numerous advantages that influence students differently. The most outstanding factor in this line is that the abilities, achievements, and performance of outstanding students in a certain course work are rewarded accordingly. As a result, it enhances student relations that enable students to interact in manner that they can assist one another during the coursework, without necessarily jeopardizing individual grades at the end of the semester. On the other hand, this mode of grading enables teachers and professors to interact with their students even more in order to be in a position to adequately grade a student as the semester advances (Marzano, 2006).
The evaluation process is not necessarily based on the set academic standards in terms of passing coursework tests. The efforts that students portray in the process of learning are rewarded. Through multiple grading, points that will constitute the final grade are awarded on numerous areas that assess the overall potential of the student across learning and gaining knowledge and skills. As a result, students do not only depend on tests for their grades, but also on the attention and efforts they accord to the coursework and the learning experience.
While multiple grading seems to be a comprehensive mode of grading students, some professors avoid it altogether. The reasons of doing so vary from one professor to another, but the common denominator is that there are measures, policies, and standards to comply with. This form of grading is avoided where knowledge and skills gained through the academic processes are critically based on student performance. Performance variables are not defined the same in every education institution, thus the reason why some professors avoid multiple grading (Benediktsson, Kittler &amp. Roli, 2009).
Whether multiple grading is ethical or unethical is determined by the set policies and standards of student performance in regard to passing and failing grades. Students’ abilities and academic performance vary, and so do the efforts accorded to the course throughout the semester by each student. Taking these variations into account is necessary in regard to the fact that no single student enrolls to a program for the purpose of failure. In this respect, multiple grading is an ethical grading practice.
Benediktsson, J., Kittler, J. &amp. Roli, F. (2009). Multiple Classifier Systems: 8th International Workshop, MCS 2009, Reykjavik, Iceland, June 10-12, 2009, Proceedings. New York: Springer.
Jung, L. &amp. Guskey, T. (2011). Grading Exceptional and Struggling Learners. New York: SAGE Publications.
Marzano, R. (2006). Classroom Assessment &amp. Grading That Work. New York: ASCD.