How the grading system should be on students learning (KEY IJP************868)

• Tanmay Kartikay

Abstract

This study is need of the hour to look for better alternatives to it which will help the students to learn and stay motivated and balance the equity. Points-based grading (which dates back to the 1700s) is criticized for inherent extrinsic motivation, competition, and subjectivity which confounds academic performance. Research have shown that the traditional form of grading is subject to subjectivity, can increase students anxiety over the subject and reduce their willingness to enjoy learning about it. Other models like specifications grading, mastery grading, contract grading, and upgrading help alleviate many of these issues while emphasizing learning outcomes, giving clear feedback, and granting student agency. As a broader category, specifications grading, which focuses on concrete tasks that map directly to letter grades, differs from contract grading in that the latter fosters greater student-instructor collaboration and engagement by allowing students to suggest what they think merits a particular grade. Grading allows repeated attempts until objectives are met, encouraging persistence, while upgrading shifts focus to feedback and self-assessment. Research, including pandemic-era passfail grading studies, highlights the potential of these methods to increase engagement, reduce inequities, and support diverse learners. While challenges like instructor workload and the need for cultural adaptation exist, the benefitsimproved student understanding, reduced stress, and enhanced motivationmake these models worth pursuing. Educational institutions should pilot these alternatives and invest in faculty training to adopt practices that prioritize meaningful learning.