There seems to be a great misconception on how students are graded by their professors or teachers. Ahmed Afzaal, an assistant professor at Concordia College, concluded that “to the extent that the faculty-student relationship becomes tense and even adversarial, the community is weakened and the goal of perpetual learning is jeopardized” (Afzaal, 2012). While grading his students’ work, he takes a different approach “one that will enhance rather than impede their learning” (Afzaal, 2012). However it is noted that it is not just students having this misconception on grades but “employers, graduate and professional schools, and academic-award givers have a natural, if misguided, interest in undergraduates' performance” (Dole, 2002). Ahmed Afzaal (2012) is often confronted by his students looking for sympathy as to how they need a certain grade for a specific degree or other goal. The students seem to think because they may have a more difficult degree path or educational goals, they are entitled to receive better grades easier. Students get so fixated on receiving certain grades they tend to lose sight of the learning process. According to Afzaal (2012), grading does not measure the amount of time or effort a student used in his or her assignments but more of how the student demonstrates what he or she has learned in the assignments.
Afzaal, A. (2012, July). Grading and its discontents. The Chronicle. Retrieved from http://chronicle.com.libproxy.edmc.edu/article/GradingIts-Discontents/132789/.
Dole, A. A. (2002, May). What grades do and don't say. The Chronicle. Retrieved from http://chronicle.com.libproxy.edmc.edu/article/What-Grades-DoDont- Say/4461/?otd=Y2xpY2t0aHJ1Ojo6c293aWRnZXQ6OjpjaGFubmVsOmRvLXlvd XItam9iLWJldHRlcixhcnRpY2xlOmdyYWRpbmdpdHMtZGlzY29udGVudHM6Ojpj aGFubmVsOnRoZS1jaHJvbmljbGUtcmV2aWV3LGFydGljbGU6d2hhdC1ncmFkZ XM.
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