Grading System at STI ORCA

Have you ever felt the pressure of grades hanging over your head? For most of us, the numbers and letters on our report cards can feel like a big deal, especially when you're just starting college. At STI, where students are preparing for their future careers, the way grades are assigned affects the role in shaping how we learn, perceive our progress, and envision our future. 

    Grading systems in college play a crucial role in shaping how students learn and perform, especially in institutions like STI. Recently, changes in grading policies have been implemented, affecting students in various ways. For many of us, grades are not just numbers—they impact our motivation, confidence, and even future career paths. However, when colleges shift from traditional grading scales to new evaluation methods, It can create confusion and stress, especially for those who are used to the old system. This study focuses specifically on how these changes in grading system affects students at STI College Ortigas Cainta. The scope of this literature targets particularly freshmen adjusting to college—often experience additional stress as they adapt to new expectations. The effects of grading on students can go beyond simple assessment; they influence how students view themselves, their subjects, and their future opportunities.

    We chose this topic because as students' grades often have long-term consequences in our careers and future opportunities, it's important to explore how grading practices align with the skills and competencies needed for success in the workforce. 

(Photo taken by: Earl Aurie Susana)

    Zero-based grading systems, according to Chamberlin et al. (2023) is which evaluate students solely based on meeting basic requirements, may sometimes cause them to focus more on just passing rather than fully engaging in their studies. In contrast, narrative feedback, which provides detailed insights into student performance, can encourage students to see learning as an ongoing process rather than merely meeting set standards, thus boosting their intrinsic motivation. Similarly, Elsinger and Lewis (2019) argue that this approach can reduce performance-avoidance behaviors, where students aim only to pass without developing a deeper understanding of the material.

        The recent change to a zero-based grading system at STI College Ortigas-Cainta has caught the attention of many students. As the new system was implemented, students have started to share their thoughts and concerns about it. Especially since exams now account for 50% of their final grade. This heavy reliance on exams suggests that students should focus on short-term memorization rather than developing practical skills that are more beneficial in the long run. This also contradict to STI motto about being future ready.

    Adapting to new grading systems can be a double-edged sword, particularly when shifting to a zero-based grading system. This approach demands students to earn every point from zero, in contrast to typical systems that provide a starting baseline. This can lower motivation and increase failure rates for students who struggle with adaptation like those students who work as part time to provide in their own families. Although this grading system places an intense focus on getting particular skills, it also makes students feel responsible, which prevents carelessness. This method helps students become more disciplined when they enter society and prepares them for the duties of life after college.

    Students' feelings about grades, learning styles, and past study habits can affect how well they adjust to new grading systems. Studies show that unusual grading methods can disrupt the usual feedback students rely on, making it harder for them to track their progress. The pressure to always meet set grading standards might reduce their motivation, leading to lower confidence, higher stress, and less engagement, especially if they feel they have little control over their grades.

    Changes in grading systems may cause higher stress, particularly among students fresh to college. As to a study conducted by Bloodgood et al., students may skip difficult subjects or classes due to the psychological effects of traditional grading pressure. Students who value grades over comprehension may find that their worry impedes their academic progress and motivation. This anxiety can hinder academic growth and motivation as students prioritize grades over comprehension (Bloodgood et al., 2009)​

    A growth mindset has been demonstrated to be supported by standards-based grading (SBG), an alternative grading system that emphasizes mastery. Instead of giving sanction to students who failed, this method lessens stress and encourages them to grow from their mistakes. Schools here in the Philippines using SBG systems has shown that students understand their academic progress, improve their motivation, and create more engaging lessons for teachers, which over time were positively connected with better academic achievement and less anxiety (Dweck, 2013).

    Institutions like STI College Ortigas Cainta may take into account both conventional and innovative approaches as grading systems in order to strike a balance between assessment and insightful criticism. Grading systems that encourage mastery and development can boost students' motivation and resilience, even if they may initially provide difficulties, particularly for those leaving high school. Additional research and student input can yield insightful information that helps universities improve grading guidelines that support students' long-term growth and professional success in addition to measuring academic achievement. Universities can assist students manage academic expectations with less stress and more drive by comprehending the wider effects of grading adjustments. This will create a more positive, healthy learning environment.

We conducted a Survey created by us on Google Form to gather more information and support our claim, below are the photos of the responses from our survey.

It shows that most people (56.7%) really get the zero-based grading system. Another bunch (23.3%) kind of get it. Only a few (13.3%) are unsure, and even fewer (6.7%) don't really understand it at all. Overall, it seems like people are pretty familiar with this grading system.

This pie chart shows that most people (80%) feel more stressed with the zero-based grading system compared to other grading systems. A smaller group (13.3%) feels less stressed, while the rest (6.7%) are neutral.

The pie chart shows that most people (73.3%) prefer the traditional grading system over the zero-based. Only 26.7% prefer the zero-based system.

   In conclusion, the implementation of a zero-based grading system at STI College Ortigas-Cainta has sparked significant discussion among students. While this new system can promote discipline and accountability, it may also negatively impact student motivation and increase failure rates for students who struggle with adaptation like those students who work part time to provide in their own families. The heavy reliance on exams, particularly in a system that starts from zero-based grading, can lead to increased stress, anxiety, and a focus on short-term memorization rather than developing practical skills. Due to the psychological pressure of traditional grading, students may choose to avoid difficult subjects. This anxiety can hinder academic growth and motivation as students prioritize grades over comprehension particularly to students who are new to college. Schools that used the traditional Standard-based grading system have been shown to foster a more positive learning environment. These approaches can boost student motivation, reduce anxiety, and better academic achievement. As educators and institutions continue to explore innovative grading systems, it is crucial to consider the potential impact on student well-being and academic performance. Striking a balance between rigor and support is essential to ensure that students can thrive in their academic journey. 

Citations:

• Chamberlin, K., Yasué, M., & Chiang, I.-C. A. (2023). The impact of grades on student motivation. Active Learning in Higher Education, 24(2), 109-124. ​
• Elsinger, J., & Lewis, M. (2019). Standards-based grading and growth mindset: Promoting mastery approach in mathematics courses. Journal of the Scholarship of Teaching and Learning, 22(2), 69-70. ERIC Database
• Bloodgood, R. A., et al. (2009). The impact of grades on student motivation and mental health. Active Learning in Higher Education.
• Honors College Students' Adjustment Factors and Academic Success: Advising Implications:
  ERIC ps://files.eric.ed.gov/fulltext/EJ1202408.pdf)
• Harvard Graduate School of Education
  School of Education: gse.harvard.edu
• Chamberlin, K., Yasué, M., & Chiang, I.-C. A. (2023). The Impact of Grades on Student Motivation. Active Learning in Higher Education. ERIC.
• Feldman, J. (2024). Grading for Equity. KQED.