 영어토론방 | Home>영어토론방 |
Education Absolute evaluation and Relative evaluation
페이지 정보
본문
The government announced a plan to overhaul the grading system for middle and high school students, Tuesday, in a bid to revamp the competition-oriented learning environment at schools.
Under the plan, the current nine-grade relative evaluation system at high schools will be replaced by a six-grade college-style absolute assessment format by 2014. Currently, the grade of a student is decided based on his or her standing from exams in comparison to the entire student body.
Under the new system, however, the students’ scores will be marked only on an absolute scale of A, B, C, D, E, F, which is similar to the evaluation system being adopted by most colleges here, according to the education ministry.
The ministry said the change will help ease the stiff competition among students for entering college, but schools don’t agree. They claimed that the new system will prompt colleges to give more weight to their own essay tests and interviews in selecting students, jeopardizing public education and increasing students’ dependence on private tutoring.
“We will gradually introduce the new grading system at middle schools and vocational high schools beginning next year. It will be adopted by all high and middle schools by 2014,” said Ryu Jung-sup, a ministry official.
“We decided to overhaul the system because the current one is too competition-driven and puts students under a lot of stress. It is an attempt to change the learning environment for the better.”
(…)
Some teachers alleged that the absolute evaluation system may deepen the academic achievement gap between students attending schools in big cities and those in rural areas. They also predict that the competition to enter foreign-language schools and the so-called autonomous private high schools, which have outperformed ordinary schools in academic achievement, will become fiercer.
“The new policy will make competitive schools even more competitive, but will make it more difficult for those in rural and provincial areas to attract students,” said an official of the Korean Teachers and Educational Workers’ Union.
2. The ministry cited ever-fiercer competition as the reason for change, saying that students are under undue stress for higher scores. However, the reason is not convincing, given potential side-effects of the new method. The so-called absolute evaluation system might not serve its purpose because teachers are likely to give top scores to more students so that they can gain an advantage in college admissions.
Colleges and universities will certainly find it difficult to sort out smarter applicants since too many students are expected to submit school records carrying higher credits. The new system will inevitably bring about a problem of inflated credits at the expense of competition. Such a system is not actually new as it was introduced in 1996. It was replaced by the present one in 2004 because each school was too generous in a bid to help students in college admissions. In this context, reviving the old system will only cause confusion among students and teachers. (…)
3. Yonsei University Suspends Relative Grading System
Yonsei University has issued a statement saying it will postpone the implementation of its relative grading system for all courses due to a strong student backlash.
Currently, most courses at the university use the system, which evaluates students based on the performances of others in the same course. Under the system, a limited percentage of pupils receive good grades.
For classes with more than 20 students, only 35 percent of them can receive As and 35 percent can receive Bs. For senior level courses with lectures in English and teaching practice courses, the school allows an absolute evaluation system.
In February, the school announced that it would use the relative grading system for senior level courses, claiming grades were being inflated by professors.
However, the student association resisted the plan since the school made a unilateral decision without pooling the opinion of the student body.
"The school should have made the decision earlier. I considered taking some senior subjects this semester but chose not to enroll under the relative grading system," a senior student said. "The notice came out on the last day of class registration and I couldn't change my schedule."
"We will discuss the matter with students during a one-semester grace period," a university official said. "We plan to tackle the problems of the absolute grading system to find the way to improve the quality of education."
Other universities face similar situations. Korea University and Ewha Womans University allow professors to use their discretion in grading for certain teaching practice and writing courses. Sogang University has adopted an absolute grading system for classes with fewer than 20 students, laboratory courses, teaching practice and graduation theses.
Students say absolute evaluation is not the only answer for a better education.
"The school should recognize the characteristics of courses and adopt a suitable grading system for each one," a Yonsei graduate said. "I took some senior courses with the absolute evaluation system and none of my professors only gave good grades."
meeyoo@koreatimes.co.kr
source) http://www.koreatimes.co.kr/www/news/nation/2011/12/117_100732.html
http://www.koreatimes.co.kr/www/news/opinon/2011/12/202_100879.html
http://www.koreatimes.co.kr/www/news/nation/2010/03/117_62488.html
QUESTION
1. Which system does your school use between absolute and relative?
And do you have any experiences related to that?
2. Let's compare good and bad aspects of absolute/relative evaluation.
3. Then, which is more proper way each at middle, high school and university?
If it is different, what is the reason?
이 글은「대학연합영어토론동아리」www.pioneerclub.com에서 제공하는 영어토론 정보입니다.
Under the plan, the current nine-grade relative evaluation system at high schools will be replaced by a six-grade college-style absolute assessment format by 2014. Currently, the grade of a student is decided based on his or her standing from exams in comparison to the entire student body.
Under the new system, however, the students’ scores will be marked only on an absolute scale of A, B, C, D, E, F, which is similar to the evaluation system being adopted by most colleges here, according to the education ministry.
The ministry said the change will help ease the stiff competition among students for entering college, but schools don’t agree. They claimed that the new system will prompt colleges to give more weight to their own essay tests and interviews in selecting students, jeopardizing public education and increasing students’ dependence on private tutoring.
“We will gradually introduce the new grading system at middle schools and vocational high schools beginning next year. It will be adopted by all high and middle schools by 2014,” said Ryu Jung-sup, a ministry official.
“We decided to overhaul the system because the current one is too competition-driven and puts students under a lot of stress. It is an attempt to change the learning environment for the better.”
(…)
Some teachers alleged that the absolute evaluation system may deepen the academic achievement gap between students attending schools in big cities and those in rural areas. They also predict that the competition to enter foreign-language schools and the so-called autonomous private high schools, which have outperformed ordinary schools in academic achievement, will become fiercer.
“The new policy will make competitive schools even more competitive, but will make it more difficult for those in rural and provincial areas to attract students,” said an official of the Korean Teachers and Educational Workers’ Union.
2. The ministry cited ever-fiercer competition as the reason for change, saying that students are under undue stress for higher scores. However, the reason is not convincing, given potential side-effects of the new method. The so-called absolute evaluation system might not serve its purpose because teachers are likely to give top scores to more students so that they can gain an advantage in college admissions.
Colleges and universities will certainly find it difficult to sort out smarter applicants since too many students are expected to submit school records carrying higher credits. The new system will inevitably bring about a problem of inflated credits at the expense of competition. Such a system is not actually new as it was introduced in 1996. It was replaced by the present one in 2004 because each school was too generous in a bid to help students in college admissions. In this context, reviving the old system will only cause confusion among students and teachers. (…)
3. Yonsei University Suspends Relative Grading System
Yonsei University has issued a statement saying it will postpone the implementation of its relative grading system for all courses due to a strong student backlash.
Currently, most courses at the university use the system, which evaluates students based on the performances of others in the same course. Under the system, a limited percentage of pupils receive good grades.
For classes with more than 20 students, only 35 percent of them can receive As and 35 percent can receive Bs. For senior level courses with lectures in English and teaching practice courses, the school allows an absolute evaluation system.
In February, the school announced that it would use the relative grading system for senior level courses, claiming grades were being inflated by professors.
However, the student association resisted the plan since the school made a unilateral decision without pooling the opinion of the student body.
"The school should have made the decision earlier. I considered taking some senior subjects this semester but chose not to enroll under the relative grading system," a senior student said. "The notice came out on the last day of class registration and I couldn't change my schedule."
"We will discuss the matter with students during a one-semester grace period," a university official said. "We plan to tackle the problems of the absolute grading system to find the way to improve the quality of education."
Other universities face similar situations. Korea University and Ewha Womans University allow professors to use their discretion in grading for certain teaching practice and writing courses. Sogang University has adopted an absolute grading system for classes with fewer than 20 students, laboratory courses, teaching practice and graduation theses.
Students say absolute evaluation is not the only answer for a better education.
"The school should recognize the characteristics of courses and adopt a suitable grading system for each one," a Yonsei graduate said. "I took some senior courses with the absolute evaluation system and none of my professors only gave good grades."
meeyoo@koreatimes.co.kr
source) http://www.koreatimes.co.kr/www/news/nation/2011/12/117_100732.html
http://www.koreatimes.co.kr/www/news/opinon/2011/12/202_100879.html
http://www.koreatimes.co.kr/www/news/nation/2010/03/117_62488.html
QUESTION
1. Which system does your school use between absolute and relative?
And do you have any experiences related to that?
2. Let's compare good and bad aspects of absolute/relative evaluation.
3. Then, which is more proper way each at middle, high school and university?
If it is different, what is the reason?
이 글은「대학연합영어토론동아리」www.pioneerclub.com에서 제공하는 영어토론 정보입니다.
댓글목록
등록된 댓글이 없습니다.