Grades – The IQ measuring Scale
The human brain is a very interesting element to explore, so is human intelligence. There have been several ideologies regarding human intelligence, as we are considered the top ones in terms of learning. With the changing time, the scoring standards for the level of intellect and knowledge have also changed which we now call “Grades – The IQ measuring Scale.” It varies between the super talented prodigies and the general mass of people. But in the current year, there is a very popular trend called “grades”. Literally, this grading system has turned into an eligibility criterion for being intelligent.
Grades – The IQ measuring Scale
Intelligent Quotient–famously known as IQ is a trend for measuring intelligence level in knowledgeable people. Earlier it was widely practised among Scientists, Researchers, and extraordinary talent to gain a range of IQ levels and be considered a standardized examination method. At the same time, it is still considered a popular examination method of employment sectors, government jobs, military services, and formal knowledge rating platforms.
However, even though it is normal to have IQ measurement examinations, there is another growing trend in academic sectors: the overrated measuring standard called CGPA- Cumulative Grade Point Average. Mainly an academic score range is given to students in response to their educational examinations. Having a CGPA system and awarding students with the grades is completely fine. Still, the differentiating problems occur when individuals are discriminated against and abandoned in their academic and professional opportunities based on their grades. In recent days, CGPA has turned into the only form of justifying the talent of an individual.
In a class, only one comes first then are the rest not learning at all?
A pointed question arises on an individual’s intellect, and it is not justified to measure the creative talent only by analyzing the numerical classification. In the traditional education system, heavy bags of textbook and good marks are meant to be the guidelines for being knowledgeable. But not every individual is supposed to be the first ranking student. There is a unique ability in students to learn and adapt according to their point of interest. It is normal to not have the aim in life to be a Doctor or Engineer and have excellent knowledge even with an average CGPA.
Undoubtedly, students with higher CGPA puts in a great effort in maintaining significant marks and academic performance. Still, a student with lower CGPA is by no means less intelligent or incapable of being a good performer. It is not practically possible for every student in a class to obtain full marks, and that is when the grading system itself differentiates by measuring the ranking in a class.
Then why discriminate depending on the CGPA ranking?
It is very saddening to witness an exaggerated fascination towards having a discriminating eligibility criterion. A candidate with an average CGPA is not even considered applying for many corporate opportunities in most cases. Understandably, there should be a specific requirement in terms of skills and experience for a certain designation. Still, when an entry-level opportunity is not even offered to people with lower CGPA, it shows that they are considered incapable of any justification. What if a candidate not fulfilling the criteria of high CGPA might also pose all the relevant knowledge and skills required for the job? Judging the capability of an individual only based on a numeric value is absolutely not right.
There should be a major change in estimating a person’s intellect, and the only academic result should never be the measuring scale for that. It is important to ensure students enjoy and understand the lesson they are taught in schools rather than following their grades in the report card. The most valuable should be the knowledge and expertise on a topic, not the exam copy numbers. With the changing time, intelligence definition should also be changed, and there should be enablement and implantation of learning, not measurement or standard of knowledge.