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Unit 21: Problems of Secondary Education...

cut-throat behaviour and cheating becomes rampant. It only measures performance in a given Notes
group, but not the real potential abilities of a given student. One of the major criticisms of this
scheme is that the percentage of students receiving different grades is preconceived.
As far as Absolute Grading is concerned it is simple and straightforward to use. Student has the
freedom to strive for the attainment of the higher possible grade. However following are the
limitations of this scheme
• the distribution of scores is taken on its face value regardless of the errors of measurement
creeping in due to various types of subjectivity
• arbitrariness in cut-off for different ranges
The following are the limitations of Grading:
• It is not free from some criticism
• It is not possible to get single indicator like 'Total Marks'.
• Merit List/ Toppers/ Rank Holders cannot be identified.
• There can be some mis-classification in border line cases
Under Absolute Grading only subject-wise grades may be awarded with no cumulative or overall
grade. Also all the subjects can have the same weightage and the scheme would be easy to
implement at school as well as at Board level, i.e., it should be valid for small as well as large
student population. The scheme should also take into account the important fact that in a highly
heterogeneous population, distribution of student performance (scores) is far from the normal
curve or bell-shaped curve.
While recommending a grading system in use, the factors to be kept in mind are that it should be:
• Easy to compile
• Easy to understand
• Easy to implement in large as well as small populations
• Comparable between School and Board examinations
• Comparable among different kind of Schools
There are many State Boards who are giving Grades at Class X level. They however also give
marks. The result is that the Grades are not looked at seriously. The Central Board of Secondary
Education (CBSE) arrived at a nine point grading system (with the last grade as ‘Needs
Improvement’ grade) with the help of extensive analysis of Board’s data containing the distribution
of marks in the past CBSE examinations of class X. It makes use of indirect grading in which
student performance is assessed using conventional numerical marking mode and subsequently
marks so awarded are converted into letter grades. Conversion of marks into grades will be carried
out by using absolute grading methods. No marks are mentioned by the CBSE in the final certificate.
The adoption of Grading in place of Marks is a positive and a powerful directive of NPE for all
levels of education. It is time to accept the concept without any reservation and work for its
implementation.
Putting a system of Grading in place which replaces marks with grades has found support of
various research studies as well as Committees and Commissions including NPE and has been
under active consideration by the CBSE.
Thus it remains imperative that we take up this challenge at the earliest and create awareness as
well as advocacy of all stake-holders including students, teachers, heads of institutes, parents,
educators and university officials. Its successful implementation by the CBSE should finally find
wider acceptance in other Boards as well.

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