Grading remains one of the most pivotal components in the educational journey, bridging effort and recognition. It encapsulates many dimensions, from evaluating students’ comprehension and mastery of subjects to fostering a competitive spirit that drives excellence. Despite the ubiquity of grades in the academic landscape, the methodology and philosophy behind grading have often been subjects of robust debate among educators, students, and policymakers alike. These discussions hinge on the quest for fairness, objectivity, and the best practices to motivate students towards higher achievements.
This essay particularly underscores the importance of self-reflection in the question of what grade do you deserve and why, inviting a deep dive into academic achievements and the qualitative aspects of learning such as initiative, creativity, and perseverance. It calls students to articulate their contributions and learning outcomes, fostering a sense of ownership and responsibility toward their educational journey.
In arguing for the grade I believe I deserve, this essay is not merely a personal narrative but a broader discourse on the value of hard work, the significance of constructive feedback, and the indispensable role of effective time management and study techniques in sculpting academic success. Through a detailed examination of my academic endeavors, particularly in online writing, this piece seeks to illuminate the criteria that delineate an “A” student—not just the retention of knowledge but the application of such knowledge in crafting well-reasoned arguments and engaging narratives.
Exploring Alternative Grading Methods
In addition to traditional letter grades, educators are increasingly considering alternative grading approaches. Let’s delve into some of these methods:
- Pass/Fail Grading:
Instead of assigning letter grades, students receive a simple “Pass” or “Fail” based on meeting minimum requirements. This system reduces stress associated with grade competition and encourages a focus on learning rather than performance.
- Competency-Based Assessment:
Competency-based grading assesses specific skills or knowledge areas. Students demonstrate mastery in each competency, allowing them to progress at their own pace. It emphasizes practical application and real-world skills.
- Narrative Assessment:
In this approach, instructors provide detailed written feedback rather than assigning grades. Students receive personalized comments on their strengths, areas for improvement, and overall progress. Narrative assessments foster deeper understanding and self-reflection.
- Rubrics and Standards-Based Grading:
Rubrics outline clear criteria for evaluating assignments. Students know exactly what is expected and how they will be assessed. Standards-based grading aligns with specific learning objectives, emphasizing growth and achievement.
- Gradeless Learning:
Some educators advocate for removing grades altogether. Instead, students receive descriptive feedback and engage in self-assessment. The focus shifts to intrinsic motivation and a love for learning.
Why I Deserve an A-Grade
Participation in all online lectures gives me confidence that I deserve to get an A grade. This is because the assessment is usually done based on what was taught in all lectures. Moreover, I am conscious that not all writing questions are based on the lectures. According to Yewchuk and Jobagy, although most instructors accord more weight to lecturer attendance, there are always writings that require students to apply the knowledge they gained in lectures. With this in mind, I also consider myself as having applied the knowledge gained in lectures to do online writing.
In any case, the writings were not very involving. Therefore, even if the application of writing skills had more weight, I would still score well. There is also a need to explore the possibility of not writing well even after attending all lectures. It is true that even after attending all lectures, a student may not be attentive to the details of the lecture and may not always benefit. On the contrary, my concentration levels are always above par. Therefore, I am confident that I deserve a grade of A. Although I attended all the lectures, my conviction would be mild if I did not follow all the instructions in all the papers.
My deserving grade A is also based on the fact that I am a person who pays attention to details. Each fine detail, however insignificant it may look, attracts much attention from my eye and intuition. Specifically, I followed all the writing instructions. Before writing, I read the instructions so carefully that I could not have missed or misunderstood what was required of the writing. Furthermore, besides paying strict attention to instructions, I also paid much attention to the writing process.
I made sure that I read each instruction at least twice to understand them fully. On this basis, I believe that I not only deserve a grade A but also to be awarded as the best student. Many authorities have wrestled with the issue of understanding writing instructions better and their contribution to performance.
According to Shore (1991), most students fail examinations because they do not pay close attention to details. In addition, he observes that since most instructors or professors know that most students attend all lectures, they are bound to manipulate instructions so that only a keen eye can grasp what is required. In commenting about the qualities of an “A” student, he asserts that such students are keen on details and instructions and can immediately notice laid ‘traps’ and consequently avoid them. Since I was aware of my work and study commitments, I exerted much energy to answer the questions.
Having been exceptional in balancing my studies and work, I am convinced I deserve an “A”. This is because it is always an uphill task for anybody to perform well in studies while working; such was my case. I am an accountant in my organization; thus, I am very busy. However, despite being busy, I wrote well on other occasions. On this basis, I should likely score the same way in the online writing class.
I would attribute my earlier performance to the fact that I was conscious of the huge responsibilities ahead of me: I was a full-time worker and a student. As a result, I adopted a very aggressive attitude punctuated by discipline and time management. There was no time to waste. Each minute was very valuable.
Since I had to excel in each work and study, I worked for more time. I replicated the same attitude when I was doing online writing. Since most of the other students do not work, it is a greater achievement for me to score better than them. This is in line with what Rendón (2000) writes that students with more workload are observed to perform better than those with less workload.
According to him, the former have a lot to cover and thus exert more energy in their studies and other commitments. Having balanced the two most deserving duties, I am convinced I deserve an “A” grade. It should also be noted that my assertion is based on the fact that I worked very closely with my peer review partner.
I also deserve a grade of “A” because of my teamwork spirit. According to Renzulli and Reis, students who do not work with others in solving academic problems do not always perform well. Since my teamwork was exceptional, I also expected an exceptional grade, A. To demonstrate my teamwork, I can testify that I worked very closely with my classmates, who ensured that works were peer-reviewed.
In this case, peer review meant, but was not limited to, that we compared notes and discussed where we needed to change or improve to write an excellent paper. On top of comparing our writings, we also sought opinions from other students. We invited positive criticisms and reviewed our work over and over again.
Undoubtedly, this led to an incredible refinement in the papers we presented. I also wish to quantify the time we spent together doing the refinement. We spent about 5 hours together or doing something related to our writing topics daily. If accumulated, this time could translate to an impossible time that deserves applause. This applause could be in terms of the best grade, A. This would also complement the feedback I received from the writing center.
My “A” grade is also based on the positive feedback the writing center gave me. I invested a lot of time researching and using the best writing skills to get positive feedback. I had to ensure subject-verb agreement in all my sentences and obey all the writing rules. In addition, I also made sure that I read and re-read my work before submitting it. I ensured that all the citations were done in the right format and that due reference was made to all I made in the writing.
Significantly, the fact that I checked my work with software for grammar checking makes me believe that it was the basis for the positive feedback from the writing center. For this same reason, it is only reasonable that I get the same or better feedback from my instructor after marking the paper. This is justified because since I have been writing well all along, it also means there is a high possibility that I wrote well and deserve a good grade. Many authorities agree that it will be difficult to excel in tests unless a student writes well.
According to Kaplan and Love, bright students could get poor marks simply because they do not have the writing skills required to organize and present convincingly. Writing is the cornerstone of good scholarship, and students who write well should be rewarded.
Having researched too extensively, getting an A grade is reasonable and necessary. I extensively revised the books, articles, journals, and other reading periods. The research did not just happen at the time of writing but at the commencement of the semester. This had a very great impact on my confidence levels. Precisely, I was very confident at the time of writing.
This confidence made me view the topic as an easy task. According to many scholars and educationists, students who research long before the test always perform better than those who do not. Specifically, Yewchuk and Jobagy (1991) attribute this performance to the confidence levels and the information gained during the research and literature review.
In my case, I explored a wide variety of literature and read the notes from lectures and all resources in the course outline. Interestingly, most of the things I read were the ones the instructor required in the writing. There were only a few aspects that required application of the knowledge that we had gained during the semester. Therefore, it means that I would get the best grade. My conviction is also based on the belief that I believe I meet what scholars define as qualities of an “A” student.
Study and Time Management Techniques
Balancing the demands of work and studies requires a disciplined approach to time management and effective study habits. Here’s how I navigated these challenges:
- Prioritization:
Start by prioritizing tasks based on urgency and importance. Distinguish between tasks that need immediate attention and those that can be scheduled for later. This helps focus on what truly matters and avoid being busy rather than productive.
- Effective Planning:
Use planners or digital calendars to map out your weeks and months in advance. Allocate specific time slots for work, study, revision, and relaxation. Being specific about what to do and when you will do it can significantly reduce procrastination.
- Set Specific Goals:
For each study session, set clear, achievable goals. Whether it’s completing a set number of pages of reading or writing a section of your essay, having specific objectives can boost your sense of accomplishment and keep you motivated.
- Break Tasks Into Smaller Steps:
Large assignments can feel overwhelming. Breaking them into smaller, manageable tasks makes starting and maintaining momentum easier.
- Eliminate Distractions:
Identify what distracts you in your study environment and take steps to minimize these interruptions. This might mean turning off your phone, using apps that block distracting websites, or finding a quiet place to study.
- Efficient Study Techniques:
Embrace study techniques that enhance learning, such as active reading, note-taking strategies, and self-testing. Techniques like the Pomodoro Technique, where you study in short, focused bursts followed by short breaks, can also enhance productivity.
- Regular Review:
Regularly review your notes and materials instead of cramming at the last minute. This helps reinforce learning and reduces pre-exam stress.
- Self-Care:
Remember, effective time management also includes time for rest and activities you enjoy. Taking care of your physical and mental health is crucial for maintaining the energy and focus needed for work and studies.
I deserve an “A” because I am an “A” student. In describing the characteristics of such a student, Love (2001) cites various qualities such as discipline, concentration, self-motivation, comparing notes and possessing the right attitude. I am strongly content that I have these qualities. In addition, Cannister cites qualities such as good academic skills, understanding of concepts, perceptiveness and the potential to study. Others include a commitment to study, curiosity to learn, good presentation and communication skills, adequate preparation, time to revise, and the ability to retain what is taught for longer.
Again, I believe I possess most of these qualities. Perhaps the only limitation I may have is the curiosity to learn things not within the course requirements. Considering the amount of work I handle, it is only reasonable to read what is relevant to save time and cover more. Against this background, I would confidently request that the instructor award me an “A”.
I deserve a grade A because I have the qualities of an A student, such as the right attitude, positive feedback, attendance of all lectures, cooperating with classmates, revising, and paying attention to details. To support the qualities I believe would make me get an A, the essay explored some of the works by prominent writers in peer-reviewed articles. I was able to identify with most of the requirements.
In other words, I am sure that I deserve the best grade. Above all, I do not only study but also work in an office. Since I have always passed well in the previous writings, I am convinced I should get an A. The paper was written out of intensive research and dedication, making me a student deserving of an A.