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T. R. Guskey, “Making the grade: What benefits students?,” Educ. Leadership., vol. 52, no. 2, pp. 14-20, 1994.

has been cited by the following article:

Article

Teachers’ Perception of Letter Grading System and Its Challenges a Qualitative Study in Vyas Municipality of Tanahun

1Social Science and Education, Nepal Open University, Lalitpur, Nepal


American Journal of Educational Research. 2020, Vol. 8 No. 9, 622-632
DOI: 10.12691/education-8-9-3
Copyright © 2020 Science and Education Publishing

Cite this paper:
Bharat Kafle. Teachers’ Perception of Letter Grading System and Its Challenges a Qualitative Study in Vyas Municipality of Tanahun. American Journal of Educational Research. 2020; 8(9):622-632. doi: 10.12691/education-8-9-3.

Correspondence to: Bharat  Kafle, Social Science and Education, Nepal Open University, Lalitpur, Nepal. Email: kaflebharat9@gmail.com

Abstract

This article has been written on the issues of teachers’ perception of the Letter Grading System (LGS) and its challenges in the context of Vyas Municipality of Tanahun along the current academic years of 2020. Its purpose is to explore the teachers’ perception of LGS and identify how to face the major challenges of it. This study is based on phenomenological design and preferred to social constructivism on the concern of postmodernism. I employ purposeful sampling methods and use a tool of a semi-structured interview protocol for data collection. Basically, the teachers’ experience is found about the LGS that is positively relevant, applicable, enthusiastic, and appropriate for challenging the education system in Nepal. However, students and their parents’ perceptions are being simply ensuing liberal promotion policy with an upgrade to their child without any obstructions. Thus, there is a gap between the practices of the evaluation procedure and the perception of teachers about the LGS for getting betterment of students ‘output. As I explore, the LGS has measured the student’s competency and cognitive domain on the basis of nine progressive scales in regard to their providing performance opportunity. At last but not least, through the opinion of experience teacher, I conclude that LGS has, however, biased less, accountable, fruitful, and merit-based measuring tools of evaluation in the field of education without incorporated non-standardized tests in school evaluation at present. If possible, to incorporate non-testing devices as assignment, LGS has far better in evaluation procedure in school evaluation system in modern times.

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