Achievement Index would be more fair to students
Issue date: 4/13/07 Section: Letters to the Editor
TO THE EDITOR:
It is surprising to me that the proposed Achievement Index has drawn so much negative feedback from students. We all know every professor assesses work differently and there are numerous grade distribution standards. Students' decisions about which professors and what classes to take are often influenced by concern about their GPA.
Calculation of AI will serve as encouragement for students to take challenging courses. Under the current system of solely assessing performance through GPA, there is a disincentive to take hard classes or courses with professors who aren't generous with above average grades.
For students who follow this unfortunate, yet rational line of thought, the quality of their educational experience is diminished.
I fail to see how the AI "could radically change the Carolina experience for the worse," as Eve Carson and Mike Radionchenko boldly suppose.
It seems the presence of two numbers on our transcripts will allow more students to benefit by showing their strengths - those with high GPAs will retain them, and others who have also pursued their passions, albeit in harder classes, will not necessarily be portrayed as lower achieving, as GPA rank implies.
Both are simply numbers that put students on a scale, but the AI eliminates the bias created by different grading standards in every class.
Reporting both values offers a logical balance between the traditional system of instructor-determined performance and a system that is more fair in its comparison of all students based on difficulty of coursework.
Alana M. Wilson
Junior
Geology
It is surprising to me that the proposed Achievement Index has drawn so much negative feedback from students. We all know every professor assesses work differently and there are numerous grade distribution standards. Students' decisions about which professors and what classes to take are often influenced by concern about their GPA.
Calculation of AI will serve as encouragement for students to take challenging courses. Under the current system of solely assessing performance through GPA, there is a disincentive to take hard classes or courses with professors who aren't generous with above average grades.
For students who follow this unfortunate, yet rational line of thought, the quality of their educational experience is diminished.
I fail to see how the AI "could radically change the Carolina experience for the worse," as Eve Carson and Mike Radionchenko boldly suppose.
It seems the presence of two numbers on our transcripts will allow more students to benefit by showing their strengths - those with high GPAs will retain them, and others who have also pursued their passions, albeit in harder classes, will not necessarily be portrayed as lower achieving, as GPA rank implies.
Both are simply numbers that put students on a scale, but the AI eliminates the bias created by different grading standards in every class.
Reporting both values offers a logical balance between the traditional system of instructor-determined performance and a system that is more fair in its comparison of all students based on difficulty of coursework.
Alana M. Wilson
Junior
Geology
Viewing Comments 1 - 8 of 13
what about learning?
posted 4/13/07 @ 9:35 AM EST
The central concern among administrators and the campus community at large seems to be the possibility of "grade inflation" and not at all on the learning process and whether active, engaged learning is going on. (Continued…)
w
posted 4/13/07 @ 11:06 AM EST
"It seems the presence of two numbers on our transcripts will allow more students to benefit by showing their strengths - those with high GPAs will retain them, and others who have also pursued their passions, albeit in harder classes, will not necessarily be portrayed as lower achieving, as GPA rank implies. (Continued…)
Nick
posted 4/13/07 @ 12:38 PM EST
As an alumnus of the computer science department, I feel that the Achievement Index is a good idea. I am certain that many law schools were not impressed by the 3. (Continued…)
more critique
posted 4/13/07 @ 1:22 PM EST
"A concern with measuring academic achievement and the achievement itself aren't mutually exclusive."
I agree, but there doesn't seem to be much concern at all with the achievement part. (Continued…)
um...
posted 4/13/07 @ 8:17 PM EST
"All students are not equal."
I think what you meant to say was that not all students perform at the same level or demonstrate the same mastery of the material. (Continued…)
excellence, not comparison
posted 4/14/07 @ 7:40 AM EST
"If student A has more potential than B, but they both accomplish the same mastery of the material as similar grades would indicate, then it cannot be that both students lived up to their potential. (Continued…)
it's not about recognition.
posted 4/14/07 @ 10:48 PM EST
"If Albert Einstein was in the class and was more motivated and more intelligent (both likely) than you, then he should always get a higher grade assuming the grade measures your understanding of the material. (Continued…)
last time...
posted 4/16/07 @ 6:51 AM EST
"A good test is designed to test your ability to think critically. If your test have not done this, then perhaps that is a problem with the person who made the test and not the concept of testing. (Continued…)
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