* Provides context and relative performance: A grade (e.g., A, B, C) indicates a level of achievement within a broader framework. A mark of 85 might be excellent in one class but average in another. Grades help standardize understanding across different courses and teachers.
* Reduces the emphasis on minor variations: A student scoring 79 versus 81 might be considered essentially equivalent in terms of understanding. A grading system lumps such minor differences into the same grade, reducing unnecessary anxiety and competition over small variations in marks.
* Easier to interpret and communicate: Grades are more easily understood by students, parents, and universities/employers than raw numerical scores. They convey a quick summary of performance.
* Facilitates holistic assessment: A grading system can incorporate various assessment methods (e.g., tests, projects, participation) more easily than a marks system, allowing for a more comprehensive evaluation of student learning.
* Less susceptible to grade inflation/deflation: While not immune, grading systems can be more resistant to grade inflation than marks-based systems, since the grade boundaries are often set in advance based on established criteria. This fosters more consistent standards across classes and years.
However, it's important to note that a poorly designed grading system can have its own drawbacks. For instance, a system with overly broad grade categories might not accurately reflect nuanced differences in student performance. A well-designed grading system needs clear rubrics and criteria to ensure fairness and transparency. Ultimately, both systems have strengths and weaknesses, and the best approach depends on the specific context and goals.