Should a 73 be the Determining Factor for Passing a Class?

The Debate Over the Passing Mark

Passing a class is a significant milestone for students, but the question arises: should a 73 be the determining factor? This debate has sparked discussions among educators, students, and parents alike. While some argue that a passing mark of 73 is fair, others believe that it is arbitrary and fails to account for the effort put in by students. Let's delve into this topic further and explore the different perspectives.

Some argue that retaking an entire class due to missing the passing mark by one point is a waste of time and money. They suggest that a passing mark of 70 would still leave some students missing the mark by a small margin. This perspective highlights the need for a more flexible approach to grading, where students are not penalized excessively for falling just short of the passing mark.

On the other hand, proponents of the current system argue that a percentage grading scale is arbitrary, and there is no clear line between passing and failing. They raise the question of what percentage failure rate should be considered enough to fail, highlighting the subjectivity of determining passing grades. They believe that a higher passing mark encourages students to put in more effort and strive for better grades.

Blaming the system for wasting time is seen by some as deflecting responsibility. They emphasize that students are accountable for their own performance and should put in the necessary effort to meet the passing mark. This perspective highlights the importance of personal effort and responsibility in achieving passing grades.

Another argument suggests that students who barely pass should not receive the same credit hours as those who excel in the course. This viewpoint proposes a differentiation in credit hour allocation based on performance. By doing so, students who excel would be rewarded appropriately, while those who barely pass would be encouraged to put in more effort to improve their understanding of the subject matter.

In some countries, there are make-up tests for students who failed but came close to passing. This approach provides an opportunity for students to demonstrate their understanding of the material and potentially raise their grades. However, it is important to note that currently, US universities do not have a system of make-up tests.

Until a system of make-up tests is implemented, proponents argue that the current grading system should remain in place. They believe that the existing system motivates students to work harder to avoid retaking classes and provides a clear benchmark for passing.

The debate surrounding grading systems in education is subjective and multifaceted. It raises questions about the fairness and practicality of setting specific passing marks. While there may not be a perfect grading system, it is crucial to acknowledge the importance of personal effort and responsibility in achieving passing grades.

The ongoing discussions and varying perspectives spark a broader conversation about the purpose and effectiveness of grading systems in education. It is essential to continuously evaluate and adapt these systems to ensure they encourage learning and growth while providing fair assessments of students' knowledge and abilities.