Depending on which class at San Marcos you get placed in, you will be faced with either the 4-point grading scale, the classic 100-point grading scale, or anything else in between. Within these grading scales, teachers also create their own interpretation of them, making grades even more confusing.
The 4-point grading scale also known as the standard base grading scale became popular during the 2010’s and started being implemented at San Marcos around 2018. Instead of receiving points for a correctly completed assignment, you receive a grade based on your level of mastery: 1 point if you are not meeting the standard, 2 if you are approaching the standard, 3 if you are proficient, and 4 if you are advanced.
Now, personally, I dislike the 4-point grading system because I find it makes it harder to get full credit. However, I would be far more accepting of it if it were the only grading scale used at San Marcos.
When every single teacher has their own unique system, not only is it hard to keep track of how to do well, but it takes away meaning from grades. For example, in one of my classes, a 75% and above is an A due to a ¾ being proficient, but in other classes, a 90% and above is an A. When grading systems differ so much from class to class and from teacher to teacher, an A no longer represents the same achievement for every student.
As students begin applying to colleges, this issue becomes even more apparent. Academic achievements are viewed as a Grade Point Average (GPA), which is based solely on student grades, not teacher discretion. Oftentimes, students have the same GPA, which should reflect a similar level of achievement, but instead, students who have the same GPA may have had vastly different experiences in their classes. It is unfair that due to a lack of a unified system, students do not get an accurate or equitable representation of their achievement.
Inconsistent grading scales also lead to student frustration because of the relationship between effort and result. In some classes, I have to put in hours of work and effort to even attempt getting an A, but in another class, doing the bare minimum is enough to pass with flying colors. This system is discouraging because it lessens the importance of academic success and emphasizes the teacher’s point of view and their grading scale.
With grades and academics becoming an increasingly stressful and important part of teenagers’ lives, it is the responsibility of the teachers and of the school to create an environment that makes this process logical. Making students juggle not only a ton of different classes but also different grading scales overcomplicates grades for no apparent reason. It would make both students’ and teachers’ lives simpler to have one system across the school.
