How are grades really given in schools?

Forget about entertaining preconceptions about objective examinations, quality of education, and the time that students prepare for examinations, homework, or assignments. Let's look at the real world.

A college professor who teaches an elective course wants to assure that he has enough students for next year's class. That teacher will tend to give high marks, irrelevant of the students' success. His reasoning is that word will get out, and other students will want to take his course. A teacher who gives lower marks, irrelevant of other issues, may find that the class is cancelled or under scrutiny because of diminished registration.

Should grades be determined by the teacher's "professional" judgment or shoujld it be based on other criteria? That is also is difficult to say. A student who whines or cries can often receive a higher grade. One whose parent comes, calls, or meets with the teacher will also be likely to receive a higher grade than another student who simply does his assignments. Indeed, some students have learned these tricks. They "succeed" more than others because of issues that are not related to their studies, their progress, their knowledge, or their education. They have learned to play the game.

Rights

Students' and teachers' rights also affect grades. If a student complains about his rights, then the teacher will be more cautious with that student. He is likely to give him a higher grade in order to assure that he won't complain about a violation of his rights.

A student who has previously failed a course - and this is becoming less common - will probably receive a reasonable grade the second time around so that the teacher will not see the student for a third time.

Complaining helps. It is easier to complain about a low grade than to work for it. When students complain, low grades are usually raised.

Administrative interference can also affect grades. A student who complains to the administration about a teacher's grading policy is likely to receive a higher grade. The administrator will call the teacher to task and suggest that he be more considerate with this student. This may influence the student's grade in the future as well as the current grade under discussion. If enough studetns complain, then the entire class may benefit from a "grade inflation."

What indeed is the basis for a positive grade? After all, some teachers give harder tests or mark them more stringently.

Perhaps grades are the student's introduction to an unfair world, rife with protektzia. We can assume that grades will be evaluated unfairly in the future as well.