Grades do not Reflect Intelligence Essay

As young adults we have been stressed m both quantify over the years, whether it be by a p atomic number 18nt, friend or liveliness itself however, the somewhat common land of tests we receive atomic number 18 from school. Growing up we were taught to call up that A meant smart and F meant dumb. Time and time again this ca intentd detriment in assimilators who were very smart yet declargond dumb by the education system. Contrary, students who were receiving laster marks atomic number 18 non necessarily the most intelligent. Eventually, people came to the realization that the marks received on tests in accompaniment were not an faithful mental representation of peerlesss intelligence but merely a visualizecase of their ability to memorize information. Firstly, the education system does not in good order reflect wizards intelligence due to common inflation of marks.Secondly, while we atomic number 18 all different, the education system provides us with the same ac quirement and thirdly, grades ar the result of effort not intelligence. As the years pass the accession level for most elite university programs rise and are currently hearty over 90 percent, as a steep school student this can be very discouraging. Students are under an immense centre of pressure to do well and this rubs off on the teachers. More oft then not teachers are faced with the pressure from students and parents asking or even demanding melloweder grades, umpteen times they often ascribe any lack of proud marks as the teachers fault. Coincidently, as of 2007 much than 60 percent of Ontario broad(prenominal) school graduates had an A average, and 10 percent had an A+ average. According to Western University professor James Ct thats up from 40 percent in 1980. (Authority) In todays society some are obsessed with the high hat, resulting in some parents wanting to send their children to the best schools.This ultimately leads to schools feeling pressure to maintain their supreme standing. Many schools use the success of their past students to enhance their title. For both these reasons listed, inflation occurs. Schools and teachers are raising the marks of their students to their benefit. Of course they are just trying to help however, more often than not they are doing the complete opposite. According to a 2010 advertise from Brock University, students who entered university with a 90 percent or higher average in high school experienced a dramatic drop of 11.9 percent. Whereas students with high school marks in the 60-79 percent range only dropped 4.4 percent. (Statistic) stray inflation does not truthfully assess students learning, resulting in greater problems for their future. With the common act of inflation it is tall(prenominal) to decipher the difference in learning abilities between students.As human beings we are all diverse, not ace an identical copy, now if this is the case why does the education system administer us lik e we are? (Rhetorical question) The education system has made some(a) improvements over the years by dividing students based on their learning but there is much more work to be done. In high school there is a lack of diversity in obtainable courses. There are a multitude of academic courses and very precise courses related to apprenticeships and trades. gamy schools push and push for students to take these academic courses and catch suite to university, when the reality is not everyone is meant to go to university, and that is not a swelled thing. However, the truth of this is being concealed by all the grade inflations and incorrect hope given to students.After high school many students allow come to the unfortunate realization that just because they did well in high school does not mean they will do the same in university and the high school education system will be to foot for that. If high schools represented college in a more positive way, many students would feel more comfortable and confident in taking the distinguish courses to accommodate to their learning needs. In reality, many students arent even cognisant that they have so many more options outside of these academic courses because the high schools are not making them available. This results in students who learn differently to be attribute in the same classes and tested the same ways, resulting in one being smarter than the other, when this is in fact not true.Albert Einstein once said, Everybody is a genius. But if you judge a fish by its ability to hop on a tree, it will live its whole life believing that it is stupid. (Authority) Therefore, high schools should not test all students equally, but take the time to stick about to their learning abilities and follow suite with appropriate courses and testing. In addition to every student being completely different, it doesnt help that there are so many of us. There are 105 secondary schools in the Toronto District School Board alone, m eaning there are approximately 87, 273 students, and 5, 800 teachers. (Statistic) Now in this whole system of people, one cant help but wonder, is my A+ the same as youre A+? (Rhetorical question) If Sally is an intelligent student who doesnt try hard at all and is managing to pass with Bs and Julie is at a abase intelligence level but working her butt off to contort her Cs into Bs does this mean these grades are kindred? (Example) Do these grades communicate anything about Sally and Julies intelligence, or are they merely a showcase of their efforts? (Rhetorical question)Grades are important yes, but they cannot doctor ones intelligence. Grades show teachers how well you are able to retain information they are an example of who sat down, put the effort in and studied and who didnt. Yes, it may be easier for an intelligent person to get good grades, but somebody of mediocre intelligence can also get good grades with hard work. High schools make test marks out to be everythi ng, when in reality, as stated before they are not an accurate representation of ones intelligence. Just because John got perfect on a math test and Billy didnt, does not mean John is smarter, it means they excel in different areas and should be treated accordingly. Time after time many students will find themselves discouraged by their low marks, but that does not have to be the case. With the right amount of effort, and the right guidance everyone has the prospect to be a genius.It is now time for the education system to put their best foot forward and conjure the effort to make this happen. In conclusion, it is evident that high school grades are no longer an accurate representation of students intelligence. Grades are inflated, students who are at completely different ends of the spectrum are getting the same tests and effort now differentiates most students grades, how can one possibly believe that this system accurately demonstrates the knowledge of our youth? (Rhetorical que stion) High schools need to develop a system that can evenly show case everyones intelligence. Until that is done, high achieving students will keep being told their fantabulous and low achieving students will keep being pushed from, grade to grade. Overall, the question lock away remains, if academics cannot determine our intellect, what is the true test of intelligence?