The new grading system used by Park’s Science and Math departments ignores the needs of many students. Now, 80 percent of a student’s final grade comes from summative assignments, such as tests, presentations and projects while the other 20 percent comes from class work, participation, homework, quizzes and attendance.

For many students, tests may not accurately measure their abilities. The new grading system unfairly pressures students to display their knowledge through testing, and disregards their own individual needs.

According to the American Test Anxieties Association, up to 20 percent of students experience high testing anxiety. On average, that 20 percent of students score 12 percentile points lower on assessments than their peers.

Especially when some classes do not allow test retakes, the pressure added onto each test heightens.

The grade weighting also discourages students. The daily homework assignments no longer hold as much of an impact, so the motivation to complete them thoroughly and on-time loses its purpose.

Homework completion and active participation show a student’s willingness to learn. A willingness to learn is a display of effort that should be considered equally as important as the actual amount of knowledge the student ultimately receives.

A reason for the change was to prepare students for college, which seems exclusive because not everyone attends college, and the school’s facilitization of grades in the high school should not be aimed to aid one specific post-graduation path.

With numerous Advanced Placement and International Baccalaureate courses available not only in the Math and Science department but within the school as a whole, there are many ways to challenge and prepare oneself for college.

Additionally, the new grading system is unnecessarily implemented on all four grades. There is no need for a high school freshman, especially those taking standard level classes, to be graded on a college grading scale.

To solve the problem, different types of summative assignments should be available to students throughout the semester besides a standard test. If the grade weighting in the Science and Math  department continues with the new grading system, equal amounts of tests, presentations and projects should be available, catering to more students and their academic strengths.

Students abilities go beyond scores on a test and a final grade should not be made up of their capacity to perform under pressure.