Good afternoon everyone, my classmates, Sir Jhe and to my fellow debaters.

Standing here in
front of you is the speaker number two, of the affirmative side and we believe that abolishing the
grading system is necessary.

We all know that we have different intelligence but many people are judging each other
because of this thing called “INTELLIGENCE”

The school, on the Berwick campus of Melbourne’s Monash University, made the change
at the start of 2015 following consultations with parents, students and teachers. Accroding to
Berwick campust they found that as soon as they put a grade on anything the feedback about
how to improve learning seems to be ignored, which is what Professor Dylan William has shown
in his research.

According to Professor William, an assessment guru they encouraged schools to provide

useful, meaningful information to parent communities about their child’s learning, rather than
simplistic grades.

According to Professor Joe, a teacher their three reasons that he can think of that could
possibly justify grading:

1) Motivation: Grades induce a kind of artificial, extrinsic motivation to strive for the reward of
a high grade, or to avoid the punishment of a low grade. Either way, it’s the carrot or the stick
that is the driving force.

2) Rank and Sort: Grades place students nicely on a fabricated hierarchy of haves and have-nots
so that we can order those who are more worthy for post-secondary admissions and job
placement.

3) Feedback: Grades provide students and parents with an idea where they stand.

But honestly he can't think of any good reason to use grades to achieve any of the three goals

Firstly Professor Joe said, to fully grasp the chasm that exists between what science knows about
motivation and what we typically do in schools, you must read Alfie Kohn's an American author
and lecturer in the areas of education, parenting, and human behavior, you should read
Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other
Bribes. The first 300 pages completes an autopsy on the idea of using extrinsic manipulators to
achieve compliance, while the final 100 pages of notes, references and citations drive the final
nail into the coffin. A basic summary would go something like this: there are actually two
different kinds of motivation: intrinsic and extrinsic, and they are inversely related; meaning, that
if one grows, the other will diminish.

Secondly, the issue here isn't that we are not sorting children well enough. Rather it is that we
spend any time at all sorting them in the first place when we could be using our time and effort to
help them improve. Ranking and sorting, bickering over grade inflation and rigid criteria and
higher standards does nothing to help children become better people. Alfie Kohn puts it quite
succinctly:
“What grades offer is spurious precision, a subjective rating masquerading as an objective
assessment.”
Thirdly, reducing something as messy as real learning to a symbol, letter or number provides little
to no useful information. It simply can't tell a kid what they have done or how they could get
better. Studies have shown that grades are a pathetic way to provide students with feedback.
Like so many things in life, we have become distracted. We have been distracted by grades, honor
rolls, achievement, winning, losing, test scores, data... and the list goes on and on.

According to Alfie Kohn narcisim corrupts. Aboslute narcisism corrupts absolutely. Grades do
nothing to encourage students to think of others. In fact, grades artificially turns the classroom into
a competition - and the name of the game is to collect more as and look smarter than other. If
you’re working on a group project that will be graded, it’s hard to see your lazy partner as someone
you need to help; rather, it is more likely that you will see him as an albatross that the teacher
unfairly dumped on you. Grades encourage you to focus on the wrong inequity - there are grades
to be gotten and the albatross will hold you back; however, the true inequity is that you are learning
and the albatross isn't - and so you need to help him. This is how true character education is born,
but this kind of perspective is not the default. Researchers also shows convincingly that
collaboration, as opposed to competition, is a far more productive way of becoming successful If
we truly care about serving others, then we need to stop using grades to artificially pit students
against each other.

Assessment guru Dylan Wiliam puts it this way:

Grades cause an emotional reaction – either positive or negative. Feedback causes you to think
and engage, which is reflective learning.
Alfie Kohn suggests:

Never grade students while they are still learning something and, even more important, do not
reward them for their performance at that point.
Paul Dressel, an educational psychologist explains:

A mark or grade is an inadequate report of an inaccurate judgement by a biased and variable

judge of the extent to which a student has attained an indefinite amount of material.
Jerome Bruner, American psychologist who made significant contributions to human cognitive
psychology and cognitive learning theory in educational psychology proclaims:
Students should experience their successes and failures not as reward and punishment but as
information.
A more profound statement than Bruner's about how children should be assessed is hard to
imagine. Bruner's law provides us with both what we should not be doing while simultaneously
suggesting a superior alternative to grading and manipulating students. Because learners can only
experience grading and other fixed measurement scales as a reward or a punishment, they have no
constructive role to play in the learning process. This is precisely why rubrics and their fixed
measurement scales have no place in assessing children while they are still learning.

In other words, we need to fight back the urge to marinate children in our praise, disapproval,
bribes, threats, rewards and punishments and dedicate ourselves to providing children with nothing
more than the information they need to improve.

According to Chuck Grassley, An American Politician “What makes a child gifted and talented
may not always be good grades in school but a different way of looking at the world and learning.