In this paper, I will be discussing the problems, resolutions and my personal opinion on the ethical implications of grading international students. International students are an important part of the US university system. The international students bring a new perspective into each of the course discussions as well as help us understand the different cultures around the world. There are several problems that can arise when grading and giving feedback to international students. Whether it's grading their writing or speech, there are many ethical problems that could arise. Throughout my college experience, I have seen an increase in international students in my upper college courses. I have had the opportunity to work on several different group …show more content…
I've had several upper division courses with teachers from China, I really struggled in these classes because there was that language barrier, so I can only imagine how the Chinese students feel coming here and trying to learn in a language they don't fully understand. You have said in class that you really admire the international students, and I absolutely see why. They choose to challenge themselves every day. We can take several different approaches to thinking about what we should in each of the following scenarios. We can take a deontological approach and think about what is the right thing to do, or we could take a consequentialist approach and mentally calculate the benefits and consequences of each of the actions we …show more content…
I'm torn on this because on one hand, I think it depends on the subject, whereas on the other hand, I think everyone should be graded equally because it's ultimately cheating the student out of their best education. I say it depends on the subject because if the class is a writing course that is focused on grammar and quality of writing, then the grading should be equal for all students, this goes the same for speech courses. In other classes that don't really focus on grammar or quality of writing but are more focused on the substance and understanding of the material, I think that the grading can be a little more lenient if the pertinent information is there. But at the same time, you've said how can you grade what you can't understand? At some point, you either give them lower grades because you simply can't follow what they are saying, or you just make your best assumption on what they are trying to say and then grade accordingly. Ultimately, most classes will require at least a little bit of writing and depending on the importance of quality writing will significantly influence the way that the teacher will handle the situation. The importance of speaking relative to the class will be another factor to consider when grading the student in the course. To avoid this the student could go to the writing center to get some help
Some classes should not have grades, such as writing. If a teacher asks a student to write a paper about a highly debated topic, such as abortion, and the students opinion differed from the teachers. It is possible that the teachers
My mom would always say, “American born Chinese students have it easy in America.” One key difference between the American education system and Chinese education system is the way they are taught. Being raised in Philadelphia, Pennsylvania, I went to school to understand the idea of analyzing and understanding concepts. After reading Only Hope, I realized that their education is based on more memorizations. To Chinese students, understand the concept and apply it is not the most important, you must just memorize it for the exam. Many parents in China would say that going on vacation and relaxing is a waste of time because they need to focus on learning. In Greenspan’s article, it mentions that a student in China is the top of her class and is fluent in English, yet she cannot go on vacation because her mother wants her to spend time learning, many students in China
...edience by authority, duty, even by the culture sometimes. People are fear to contradict the orders from leaders, because they fear to take responsibility for the result, like paying compensation, or being fired. As my friend’s example, she was limited by culture and the society in my country. In addition, I consider about the education system in my country. Most Chinese students are required to learning the knowledge by teachers and parents. It is right. However, the point is it is hard for students to doubt the things they are learning. For instance, after I study in America, I realized that there are lots of mistakes about English I learned in middle school. This mistake still exists in the middle school formal textbook, which my brother is learning. He told me that he has to learn by this way, because he won’t get grades if he answers question in the right way.
Teachers must be held responsible to focus on equality in the grading system otherwise they risk corruption in grading from bias judgments. They subconsciously grade on attitude.
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
While assessment can give students, parents, and administrators a view of where a student stands in terms of achievement, one must always remember that the grade is subjective. There is no right or wrong answer in English, as there is in math or other quantitative areas of study. The basis of “a grade” depends upon a student’s ability to choose a course of thought and convey it accurately and convincingly in written form. The subjectivity falls in how the teacher interprets or responds to the ideas and supporting information. For example, during my first venture as a student teacher, I was given the task of grading “free choice” essays. The students were given free range of the subject matter, and were told to write an insightful and poignant essay on the topic of their choice. After grading the papers, my mentor sat with me and we discussed some of the grades I had given for several of the students’ papers. Upon glancing briefly at the comments I had made and the grades I had given, my mentor began asking direct questions as to why I would grade certain papers one way, but would assign a different grade to others that were quite similar. As she went on to read through other papers, she would agree with some of my grades, but strongly disagree with others. I found this interesting because, while we were both reading the same essays, we were focusing on different points or concepts, which shaded our perception of the piece as a whole.
As a mother of three students and me being a student, it is evident that our current grading system is no longer efficient. The grading system that once might have worked is no longer an effective means of measure in the 21st Century. For us to overlook the thoughts of a new improved way of grading or evaluating students, only restrains our ability to put into place something more current and something more efficient. Something that could perhaps empower our students to perform at greater levels, or something that could perhaps embolden our students to want to learn. Relying on the traditional way of grading, can actually be more harmful than helpful when it comes to empowering our students and calculating or measuring their growth.
The Chinese style of teaching is infamous in the world for its strictness and relentlessness. If you ask a Westerner about what they think of Chinese teaching methods, the answers are ambivalent. Some people think that our school system is lacking strictness. While others think our system is pretty good and the Chinese system is way too hard on its student and
The very first important development for a successful country is to have a respectable education system for those who need it from the first day they are born into the world. We have to instill what we want in our people to reflect how we want our to development to appear. In china their school system has more of a strict structure for example, at Harbin Number One High School; students begin school at 7:00 a.m., and remain until 8:20 p.m. The seniors, preparing for their final examinations, stay later, even until 10:00 at night.(Rybak) In a Chinese school the day are much longer than an American school day. This means that Chinese student spend a lot more time in school which bring us to conclusion that Chinese are more advantaged then the American student in long run. This prepares them for college or even the young adult can be bio-lingual. Most American student usually attends school for seven hours each weekday and may forget what they have learned because it in instilled into the young adults’ heads like the Chinese do with their students.
One of the issues, which Boyer points out , is that teachers and students have different expectations from college education. She says that the teachers are mainly concerned about students’ comprehension of the material, their attendance and attention while students’ hopes are to get good grades and to be well prepared for exams. It seems that the system of grading pushes students to not care too much about what is being taught from an understanding perspective, but only promotes more concern about grades instead. Some students don't really pay attention unless the instructor mentions an exam or something that will be graded. Furthermore, be...
Education is undoubtedly one of the most important parts of any human society. Without it human beings could not have been at the current point of time where we all know tremendously about life and the universe. We are now better off than we were. However, it is clear that there is still huge variety of phenomena waiting for our discovery. The most important objective of education is to help human beings pursue their burning desires to learn and reach their potential. In that way we progress. Therefore, it is vital to help or at least not hinder education to fulfill its goals.
American students freely present their “belief, opinion, attitude, or emotion in an amicable manner” (Taşkin 52, 53). It is a better way to teach children. They can gain knowledge not only from the book and the teacher, but also from the question they ask during the class time (Taşkin 53). Students get used to present in front of people and become more confident. They are active in their studying. On the other hand, at the end of each semester, students evaluate their professor by evaluated paper. This is a good way to students express their opinions and feelings about their
It is a teacher’s responsibility to properly prepare and educate their students. In some cases this can prove to be difficult for an educator. As a student, you may find that your teacher may not be giving you enough attention or specific one-on-one time. This is where student grading could come in handy. Many educators might fear negative feedback because they often do the best that they can with the abundance of responsibilities they already have; but others strongly believe that teachers shouldn’t be above criticism, and should ask their students for this constructive feedback on their performance. This could help improve the nation’s educational system if conducted properly. It would also help the students and the teachers to sort out their true priorities in the classroom. According to an article written by Atanu Kashyap Adhikari, he agrees and claims “They will now be concerned more about the comprehe...
A unknown scholar once said,” In school we learn the lessons before we take the test, in life we take the tests before we learn the lesson.” This quote is the truth because we get tested every single day in life before we learn about what it was over. In school, you learn the material before you take the test or exam on it. Since we are allowed to learn the material before the test, teachers should give students partial credit. Students should receive partial credit because some ways that teachers grade are not fair, teachers and students may have flaws, no one is perfect with their answers all the time.
Students entering college for the first time look forward to the numerous tests that they are required to take least of all. Test taking and college are in tandem for many, but some debate that using testing as a grading system should be discontinued in universities. In theory it sounds like a great idea. It would cut back on stress and, more than likely, class time as well. However, stopping testing as a form of grading in universities would be soon regretted. Grading systems are an essential part of any education. Tests insure that that the student is learning what the teaching is teaching and identify areas that may need improving. The results from grading systems also show future employers or schools a glimpse of the kind of worker that a student will be. The numerous lists of positive effects on not only the students but the teachers, and even the university as a whole, outweigh the cons of using testing as a grading system.