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Question: My ninth-grade art teacher doesn't give any grade above 94% because, she says, "There's always room for improvement." In previous years, I earned a 99% and a 100%. The 94 I received this term does not reflect the hard work that I put into this course. Because of her "improvement" theory, I got a lower grade than I deserve. Is her grading philosophy ethical (符合职业道德规范的)?

Answer: Your teacher's grading system may be unwise, but it is not unethical. A teacher deserves wide latitude in selecting the method of grading that best promotes learning in her classroom; that is, after all, the prime function of grades. It is she who has the training and experience to make this decision. Assuming that your teacher is neither biased nor corrupt and that her system conforms to school rules, you can't fault her ethics.

You can criticize her methodology. A 100 need not imply that there is no possibility of improvement, only that a student successfully completed the course work. A ninth grader could get a well-earned 100 in English class but still have a way to go before she writes as well as Jane Austen. What's more, grades are not only an educational device but are also part of a screening system to help assign kids to their next class or program. By capping her grades at 94 while most other teachers grade on a scale that tops out at 100, your teacher could jeopardize a student's chance of getting a scholarship or getting into a top college.

What it is wrong to condemn her for is overlooking your hard work. You diligence is worthy of encouragement, but effort does not equal accomplishment. If scholars suddenly discovered that Rembrandt had dashed off "The Night Watch" in an afternoon, it would still be "The Night Watch." I could spend months sweating over my own "paintings", but I'd produce something you wouldn't want to hang in your living room. Or your garage.

One feature of a good grading system is that those measured by it generally regard it as fair and reasonable—not the case here. Simmering (难以平息的) resentment is seldom an aid to education. And so your next step should be to discuss your concerns with your teacher or the principal.

Answer 1

试译：
问题：我九年级的美术老师给学生打分从不超过94分。因为她说：“还有值得改进的空间”。前几年，我得过99分和100分，而这学期却给我94分，这无法真实反映我对这门课程所付出的努力啊。仅仅因为她的“改进”理论，我的分数比应得的要低，这种做法是否符合职业道德规范？

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问题：我九年级的美术老师给学生打分从不超过94分。因为她说：“还有值得改进的空间”。前几年，我得过99分和100分，而这学期却给我94分，这无法真实反映我对这门课程所付出的努力啊。仅仅因为她的“改进”理论，我的分数比应得的要低，这种做法是否符合职业道德规范？

回答：你老师的打分机制也许不算明智，但并不涉及到职业道德规范的问题。老师的打分机制只要能提高学生的成绩，应该有很大选择的自由度。毕竟，提高学习成绩才是打分的主要目的。她是根据接受过的培训和教学经验来制定打分方法的。如果你的老师在打分时即不存在偏见也没有腐败的问题，而且打分机制也符合学校规则，那么你无法在职业道德规范方面挑她的毛病。

你可以对她的方法提出批评。只要学生圆满完成课程规定任务，100分并不代表没有改进的空间。九年级学生也许在英语这门课上能获得100分，但要想达到简奥斯丁那样的写作水平，还有很长的路要走。而且分数也不仅仅是一种教育工具，也是一种筛选机制，以帮助孩子选择进入下一门学习课程或计划。其他老师把最高分数拟定为100分，而她定为94分，你的老师有可能让学生失去获得奖学金或升入优秀大学的机会。

你责备她说忽视了你的努力，这是错误的。虽然你的努力应该受到激励，但努力与成就并不是完全对等的。假如学者突然发现伦布兰特是在某天下午匆忙的完成了“夜巡”这幅名作，今天看到的依然是“夜巡”，但结果却大不一样。我可以花上几个月的时间很艰苦的作画，但出来的作品就不仅仅是想挂在家里或车库里的问题了。

好的打分机制应该使学生觉得公平合理才是，而不该发生这种情况。学生难以平息的怨恨难以对教学有所帮助。所以下一步你可以和你的美术老师或校长探讨一下这个问题。

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