28 ottobre 2022
With this article, Dr. Nappo offers us a reflection regarding grading and its importance to the children concerned.
Parents and teachers discuss and make considerations about whole grades and fractional grades.
We know how assessment is very important and can carry a lot of weight in the school age, during adolescence; the grade is worth as much as a whole world. Students, often experience at this age and during this period situations of inadequacy and discomfort that begin when they come into contact with the world of peers that pits them against each other in relationships and moments of daily life with adults. Attributing and conferring grades is an action that requires a great deal of hidden honesty, precisely because one influences with a fragile part of the children. For this reason, it is constantly needed to keep in mind that the student also feels considered as a person, this should help the teacher to keep in mind that the grade is not always established only on the register, but that it goes to the student's conserved corners, as well as family expectations. Grading cannot and should not be a simple arithmetic average, and that is why a progressive school really needs to delve into the issue of grading. Schools must encourage, must not generate frustrating behavior, must build rewarding pathways. Every teacher must be clear about the importance of assigning a grade.When talking about contrasts that affect the school and the subjects that occupy it, one must always have a clear and precise concept, without improvising to avoid harming those who live the school. The modern school must experience a clear curvature toward social activity: it is the purposes that must move and guide choices, understanding the importance of peer interactions that certainly allow for improved peer cooperation. It means having a future vision for tomorrow's citizens: let's build a reflection on grades and half grades, in a comparison between observations of the person and between the role of the school. Teachers, must use grades as incentives, and this action must be done subjectively for each student; the starting point, for each student, in an honest evaluation must count a lot, the teacher, must not stop at just the ability to affix the grade. The half grade, the plus, the minus minus, in a comprehensive view are the past school without attention and reflection on consequences.
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