Title: The Subjectivity of Grading in English Classes: Is Student Preference Influencing Results?
In the realm of education, especially within language arts, students often wonder whether grades truly reflect their skills or are influenced by other factors. Recently, during a class activity designed to prepare us for final exams, I encountered a situation that raised this very question.
The task was straightforward: rewrite a sentence to make it more concise and direct. I did my best to craft a version I believed was appropriate and submitted it for consideration. To my surprise, my teacher marked my attempt as incorrect. Meanwhile, a classmate who had copied my sentence verbatim received a thumbs-up. This discrepancy left me questioning—does the way a teacher feels about a student impact their grading?
While it’s common to assume grading is purely objective, these experiences highlight how subjective elements can sometimes influence assessments. It serves as a reminder that in language classes, as with many subjects, grades might not always be entirely reflective of a student’s actual understanding or effort but could also be shaped by perceptions and preferences.
Ultimately, transparency and clear grading criteria are essential to ensure fairness. As students, it’s worth acknowledging these nuances and striving for clarity in our communication, both in and out of the classroom.