Teachers Should Grade for Effort

danija muggie

There’s a difference to the strategy that teachers use to grade students’ homework and in-class work. Some teachers grade on whether the student got the questions right, while others grade for the student’s effort. There are going to be different strategies to the grading system, since not every class is the same.

It seems easier if the teachers grade for effort than accuracy. Not every student is good at doing their work to the letter.

“I personally think teachers should grade based on effort. Not every student is able to get the correct answers, but if they tried then they should receive credit for it,” said junior Sean Fanning.

Regardless of the student’s learning ability, teachers have to take into consideration the way they learn. Some have a slower learning process than others.

Different learning types are visual, auditory and kinesthetic. Visual people learn by looking at different resources such as powerpoints and worksheets. Auditory people learn by listening to the teacher through lectures and group projects. Kinesthetic people learn by actually doing actions along with their work like experiments in a chemistry class and doodling during long lectures.

“Yes, [I use the three learning types] because we all have different learning styles,” said Biology and Advanced Placement (AP) Biology teacher, Alison Nelson.

Grading through accuracy is where there’s a right or wrong answer, no in-betweens, just a strict ‘yes, you got it right’ or ‘no, you didn’t’.

Not that there aren’t right or wrong answers when grading based on effort, it’s just easier to grade if there’s a key and it’s not based on effort but correct answers.

On the other hand, grading by the student’s effort is a better choice. Every student has a different learning process. Everyone does their work at a different pace and will not always understand everything right away. It might take them some time to get the new information into their heads and correct answers on their worksheets.  

According to specialconnections.ku.edu said, “The rationale for a grading adaption involving effort is usually to motivate the student to try harder by acknowledging increased effort in the grading systems.”

If those that do their work, listen in class and at least try to pay attention regardless if they are distracted at any point, should be graded on the effort that they have put into their assignment.

Effort can be determined by seeing whether or not the student is working hard during class and using the time provided as an opportunity to either start or finish the work assigned. It’s possible for the teacher to tell if the student copied the work off another student when that student’s grade is very low and yet they get an A or B on this one assignment, or their work is exactly the same as the other.

Sometimes if a student is having a hard time understanding any portion of the work given, they will less likely wish to complete it. Even if they don’t completely finish their assignment, the teacher should consider their progress in learning and grade for the effort more than just looking for the right answer.

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