FDENG 201
Analysis
11/24/2013

What’s Wrong with the Grading System?

In “From Degrading to De-grading” by Alfie Kohn, he introduces the idea that the traditional grading system is detrimental to how kids learn. In his article, Kohn gives many different reasons of how the grading system negatively impacts students.
Kohn believes that the grading system encourages students to care more about their grades than what they are actually learning. Students get caught up thinking “is this going to be on a test” instead of thinking “how can this be applied in the real world.” Kohn also believes that students will choose easier assignments over harder ones, if given the choice, keeping their grade in mind. This causes students to not challenge themselves, or think as deeply as they could. Kohn’s article is effective because he provides many reasons to switch from the traditional grading system, he cites many studies that support his ideas, and he gives ways of how we can make the transition from grade oriented education to learning oriented education.
Many Reasons
His three main reasons for switching from the traditional grading system are that grades tend to reduce students’ interest in learning, grades tend to reduce students’ preferences for challenging tasks, and grades tend to reduce the quality of students’ thinking. As if these three reasons are not enough, Kohn gives six more reasons: grades are not reliable, grades distort the curriculum, grades waste a lot of time, grades encourage cheating, grades spoil teachers’ relationships with students, and grades spoil students’ relationships with others. Kohn explains each of these ideas in depth with sound reasoning.
Often times writers have a few good reasons that support their conclusion. Kohn presents nine reasons that support his conclusion. Even if a reader does not agree with some of his reasons, because Kohn provides so many, most readers will at least agree with some of them. Even if a reader only agrees with a few of Kohn’s ideas, that is reason enough to at least start questioning the traditional grading system.
Support for Arguments
In addition to the sound reasoning seen in every one of his arguments, Kohn cites many different studies conducted by different people to support his arguments. All of his three main ideas are supported my numerous studies conducted in the past. Four of his six additional arguments are supported by at least one study. Throughout his article, Kohn cites over fifteen different studies that support his ideas.
If Kohn only cited one or two studies, which a lot of writers do, readers could be left questioning the validity of what he is saying, or think that maybe he found a few bias sources that happen to support his arguments. By citing so many different studies, the readers know that Kohn is familiar with the topic he is discussing, and he has really done his homework. Additionally, the readers do not have to question the validity of what Kohn is saying. The ideas that Kohn discusses have been proven time and time again through multiple different studies that have been conducted by multiple different people.
How to Change
Kohn states that, “Even terrific ideas (like moving a school from a grade orientation to a learning orientation) are guaranteed to self-destruct if they are simply forced down people’s throats.” Kohn realizes that switching from the traditional grading system is not an easy thing to accomplish. He talks about what people can do to try and bring about this big change.
Kohn mentions that high schools could start by freeing ninth graders from grades, and then do the same for tenth, eleventh, and twelfth grade gradually. This might be easier for a school to implement, instead of changing all grades at once. Another thing schools could do is “to begin by eliminating only the most pernicious practices, such as grading on a curve or ranking. Although grades, per se, may continue for a while, at least the message will be sent from the beginning that all students can do well, and that the point is to succeed rather than to beat others.” He also mentions that parents and teachers can put less stress on grades so that students can spend more time worrying about learning and less time worrying about their grades.
Kohn presents the problem that the grading system has many faults, and then something should be done in order for students to get the most out of their education. Knowing that this large change will not be easy, Kohn gives examples of what we can do to fix the problem. Instead of people reading his article and thinking “Oh wow, that’s a serious problem, but nothing will ever be done to change it,” readers are left with ideas of how to start implementing such a large change. Kohn gives ways that his readers can go out and act upon the situation presented.
Conclusion
Overall, Kohn does a good job at presenting the problem at hand: the traditional grading system is detrimental to the way students learn and has many faults. He provides many reasons for why he thinks the way he does. He supports his ideas with sound reason and cites numerous different studies that support his ideas as well. Kohn leaves his readers with ideas on how to help gradually change the problem that affects so many students today.