In the article “Grades shouldn’t represent student intelligence” by Diemert, she describes categorically how grades should not be used to measure the intellectual level of students. In today’s world, a parent’s first concern is ensuring their child performs exceptionally well in school (Diemert, 2018). Using “A” for excellent and “F” for failure as the fundamental grading system, is it possible to determine someone’s intelligence? The Webster’s Dictionary defines intelligence as the capacity to acquire information and skills and use that knowledge and abilities in daily life. Although graded exams do not measure IQ, they measure memorization skills and reveal our work ethics and tenacity (Diemert, 2018). Unless they want to work in that industry, students seldom apply anything they learn in school to real-world situations. The essay, therefore, provides a summary of Diemert’s article.
Even though we are all unique, the educational system gives us all the same knowledge, and grades are determined by effort rather than intelligence. According to Sarkar (2021), teachers are also affected by the enormous pressure that students are under to do well. Teachers are frequently under pressure from students and parents who request or even expect higher grades and who frequently blame them for any grades that are not excellent.
Both one’s skills and faults are shown at school. Individuals should not be knocked off the IQ scale because they struggle with math. They most likely have excellent linguistic skills. Diemert (2018) shows a substantial correlation between individual variances in intellect and variations in educational success. This implies that people have a variety of aptitudes, some of which may not be university-specific, which explains Diemert’s argument that intelligence and grade have no correlation.
In conclusion, the article by Diemert addresses how grades affect people’s lives and how society views students. In her article, she explains how society relates grade scores with being intelligent. Society’s expectation is that when one scores high points, they are considered more intelligent than those with low-grade points, not knowing the differences in the aptitude of an individual per subject. It is easy to demonstrate from the article that there are other skills that teachers and parents should teach their pupils in addition to academic achievement if they want their students to thrive in life.
References
Diemert, M. (2018). Grades should not represent student intelligence. The Reporter. Web.
Sarkar, T. (2021). ‘Intelligence is not just good grades’: re-examining the mindset revolution in Indian classrooms. Compare A Journal of Comparative and International Education, pp. 1-19. Web.