U.S. Teachers Oppose “Equitable Grading” System
A survey of around one thousand K-12 teachers in the United States has revealed that the majority view the increasingly common “fair grading” policies in schools negatively. According to the nationwide study conducted by the Fordham Institute and RAND, teachers stated that such practices have a “harmful” impact on pupils’ academic engagement.
Fair grading policies aim to eliminate bias in marking and to separate pupils’ behaviour (such as handing in homework late) from their academic achievement. However, several practices highlighted in the survey drew particular criticism from teachers. These include the “no zero” rule (with a minimum mark of 50 per cent), the absence of penalties for late assignments, and unlimited opportunities to retake tests.
Eighty-one per cent of teachers said that the minimum 50 per cent rule reduces pupils’ motivation and undermines learning. Adam Tyner, Director of Research at the Fordham Institute, commented: “When standards are lowered, pupils learn less. Teachers’ concerns must be taken seriously.”
Some teachers expressed concern that these policies encourage the perception that pupils can achieve grades without putting in effort, thereby weakening their sense of responsibility. While experts argue that fair grading practices, if properly designed and implemented, could better reflect pupils’ knowledge levels, the survey results show that most teachers do not find these policies beneficial.