This has been lying dormant in my Evernote since the Stone Age. And apparently I’m too lazy to revise it. So there goes the excuse for any incoherence of this poor writing. /hides self under the piles of paperwork

We live in an academic environment that is very number-oriented. At the same time, we also live in an academic environment that is very diverse in standard. Hence there’s an implied message here: a number can have different meanings; different rewards; different level.

Let me illustrate: a high school which adopts the international curriculum into their curriculum certainly has more expectations for their students compared to another high school which only uses the national standard. Consequently, students from the first school may have more demanding assessments and probably more deviation in grades compared to students from the latter school.

But what do they have at the end? Numbers; with no–let me emphasize: NONE–definite, clear and comprehensive description of what these numbers mean.

And what will the students get after they finish their education? Whether we all like it or not, the university all around the world also looks more on the students’ grades over the actual performance. Of course, the lack of description of their grades (or worse: Nationally Standardised Evaluation) means that some unfairness will eventually come to play into the academic selection and students with average scores (whatever that could mean) will–shall we say–lose their chances over those with high scores.

We should come and ask ourselves again: “Are they really?”

What am I proposing then?

Here’s what I see when I look at my students when they graduate: a piece of paper with statement that they have completed their study in the high school with the final score.

Here’s what I have when I graduated from my high school: a portfolio folder of pages which 1) states that I completed my high school study; 2) summarizes my academic performance; 3) describes my performance for every subject I took with the score, performance rating and descriptions of each rating.
In other words I can reflect on those subject pages and see my own performance according to the set standard, not what everyone (assumes to) know, not what is generally accepted, not what my teacher nor myself set.

Why can’t we have that? Like, specific point-per-point? And have them on every student’s report with a clear statement that while we’re exhausting everyone’s energy to write and read it, it’s actually necessary because, hey! Apparently not every 9 means the same. :\