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Texas Education System Analysis

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Education is an important asset for an individual to possess because it allows individuals to experience recognition for accomplishments, comprehension for understanding and processing, and admission for new opportunities. Learning utilizes resources and tools to promote growth, discovery, and adventure. More people should earn the opportunity to succeed during their times at colleges and universities. However, not all rules are created equally or fairly. The education system needs modifications to ensure all students attain a gratifying education based on personal success rather than a satisfying education based on numbers and letters. Receiving an “A” in a class means the student completed the curriculum with exceptional work and critical …show more content…

Yes, tests are an important method to evaluate a student’s performance. In fact, tests demonstrate a student’s progress in the class, demonstrating what the student knows or does not know. It is the result or the outcome that needs modifications. After a paper or test or project is submitted to the instructor for assessment, that paper or test is given a value or a number based on the quality of the work, and this is the problem. This creates the illusion of learning because the end goal circulates in obtaining a high grade, not learning. In Pippin’s article concerning grades (352), she asserts, “students may be working hard for a hard grade and not for deeper learning. The interest is in the reward of the grade, not the …show more content…

Evergreen State College implements a no-grading policy, “taking out the stress of grades and GPA” (Pippin 351). Instead, the institution uses narrative evaluations to assess how students are doing (Pippin 351). That way, whenever someone looks at a transcript from this college, he or she sees that “Mary excels in interpersonal relationships and understands the relationships between X and Y” instead of “Mary made an A in the class.” Texas should follow the ideas of Evergreen State College, eliminating the need of grades and the anxiety of performing with success. The no-grade policy links to “collaborative learning and a way of thinking about learning” (Pippin 351). By phasing out the idea of a grading system, students can not only perform stress-less and anxiety-free, students can also appreciate the value of learning because the pressure to learn subsides. Numbers can only show so much. The response, feedback, and suggestions provide a far more valuable insight behind the

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