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Show page 8 lessons, Fail 2003 students, the professors have more time and energy to see how the students are learning and applying the information taught. Professors say that in smaller classes grades are still based on whether the work is completed or not; yet they feel less of a time constraint when it comes to grading and are able to give students assignments, which ask for interpretation because they don't have to correct 200 of them. Smaller classes provide opportunities for grades to more accurately reflect a student's ability than a multiple choice test in a class of 300. Freshman elementary education major, Amanda Seymour commented, "I may do poorly on ----------------------------------- a test, but I do know the material; sometimes a letter doesn't reflect my knowledge." Seymour said, "Professors want you to do well, but there are so many students that they can't take the time to care, which leaves it up to you to try and work hard and get a high grade." Seymour observed that, "It may be frustrating for a professor to see a student try really hard _____________________ and not get a high grade, but they can't do anything about it." Yet, these grades, which students struggle to "earn," may not have the same value outside of academia. According to Kathy Christiansen, administrative assistant of pediatric administration at the School of Medicine, "Someone who has good references and average grades does as well as someone who has excellent grades." Christiansen believes that, "Grades are only an indicator of performance in competing groups for positions requiring higher levels of education. For less technical jobs I think experience and references play a larger role." Grades mean different things to so many people and once a student has determined what grades mean for them, the next step is to "earn" them. Yet, it's not that simple. There are two ways to obtain a grade that is by "earning" it, or "getting" it. Some students and faculty believe there is no difference, you get the grade you earn, however, others feel there is a precise distinction between the two. "Earning" a grade requires more dedication and determination than simply "getting" a grade, or doing the minimum amount of work in a class for a certain grade. AccordingtoStacey Katz, the chair of the French department, ------------------------------------------- "There is no difference between "earning" a grade and "getting" a grade. Students have to do what is in the syllabus to obtain the grade, this is why professors need to be very specific in what they expect from "When you 'get' a grade, you just go through the motions of the class, but when your 'earn' a grade, you are learning the ability to apply the knowledge being taught and you are working a lot harder." students." Sophomore Middle Eastern studies major, Dylan __________________________ McDonnell disagreed. McDonnell believes, "When you 'get' a grade you just go through the motions of the class, but when you "earn" a grade you are learning the ability to apply the knowledge being taught and you are working a lot harder." Several professors shared McDonnell's view that to "earn" a grade means to submerge one's self into the topic and to come out with a better understanding of the material and the ability to apply it to life. The idea is not to get hung up on obtaining a certain grade that knowledge or learning for their own sake is lost. Of course, students need to do what is required of them, but there has to be a balance. There needs to be a balance between courses that give large amounts of work and those that require you to do as little thinking as possible. "Getting" a grade can be attributed to students' attitudes and courses where they only need to show up, remain conscious throughout the lecture, and then regurgitate the information back to the professor on an exam. This type of instruction does not facilitate analytical thinking, but restricts students and maintains the mindset that there are only black or white answers in a gray world. Students should be required to think analytically and learn information without being consumed by their final grade. Accounting assistant professor Bob Allen said, "Students get focused on grades and forget about learning." Students want the letter grade so much that they don't work to actually learn the material. They only learn what will be on the test. Research has shown that this results in short retention of material. In the end, whether there is a difference in "getting" a grade or "earning" a grade is really determined by each student and professor. There is no way to set a standard of what each one means and have it transcend across the a cademic population. Therefore, the focus must be moved away from letter grades and placed on learning. By shifting the focus to learning, we will ultimately bridge the gap between definitions of "grades." Illustration by Christopher Gino Dean |