The gamecock. (Columbia, S.C.) 1908-2006, November 08, 1976, Page Page 3, Image 3
USC professor says
Schot
Schools have a responsibility of
certifying who is competent and
who isn't and for that reason
grading should remain a part of the
education process, an associate
professor of education at USC said.
"Schools must remain aware of
their dual responsibility to
students and to society," Lorin W.
Anderson said, writing in the
current issue of "Education
Report," a publication of the USC
College of Education.
"Students have a right to quality
education. At the same time,
however, society has a right to
know which students are competent
and which are not.
Disregard of either the public or
the students would be a disservice
to both," he said.
One of the controversies facing
0 schools in recent years has been
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Seminar
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5:00 Tuesday, .
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November vtn
Co-sponsored by
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should be given failing grades,
with some educators arguing for
the elimination of failing grades,
while others, such as Anderson,
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continue fulfilling a grading or
certification function.
ANDERSON SAID the problem
lies not in grading itself, but in the
probability that when schools
repeatedly give students failing
grades, those students begin to
think themselves as failures.
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to profit from their mistakes, that
is, to examine their mistakes and
attempt to correct their misunderstanding.
Consequently,
student mistakes accumulate and,
as they do, the chances of the
students perceiving themselves as
failures increase," he said.
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continue i
systems, while not causing
students to see themselves as
failures, educational institutions
should change grading methods
and the ways in which tests are
used and offer various curricula to
meet the differing abilities and
interests of students, he said.
"Schools should eliminate failing
through improving teaching and
not through eliminating certification
(grading)," Anderson
said.
In the area of grading, Anderson
suggested that schools abandon the
method of eradine that rnmnares
the performances of students to
each other.
Such a grading system, he said,
dooms "a certain percentage of
students ... to fail simply because
they do not outscore their class or
age mates."
GRADING should be based on
what students have learned, not on
how their performance ranks in the
class, he said.
Anderson said tests should not be
used simply as a means of giving a
student a grade, but as tools for
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act
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I ?Living allowance?spec
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grading
showing a student what he has
learned and helping him learn
what he hasn't.
?ui even wun improvea leacning
methods, some students will likely
fail, Anderson said. These students
can be helped too if schools will
help them admit they have failed in
relation to one set of goals and then
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ial courses and credit i
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Limited slots available ?
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Studen
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help them attain success in a new
set of goals, he said.
"Schools must provide various
curricula. And they must assist
students in learning how to
overcome failing by improving
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meir skius or cnangmg meir oDjectives,"
he said.
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>us Problems ;!
*
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