Final answer:
Students with a fixed mindset concerned about grades might have varying reactions to a change to a collective 'C' grading model. 'A' students may feel demotivated, 'F' students might feel temporary relief without lasting improvement, and 'C' students could become complacent. This grading system could also reflect on larger critiques regarding educational inequality and grade inflation.
Step-by-step explanation:
People with a fixed mindset often place high value on grades and their comparative intelligence among peers. These individuals tend to believe that qualities such as intelligence are static and cannot be developed through effort. The change from a traditional grading system to a collective model where every student receives a 'C' would elicit different reactions among students with different initial grades.
- Students with 'A' grades might feel that their efforts have been negated, potentially demotivating them from striving for excellence in the future.
- Those with 'F' grades before the change may experience relief in the short term, but this might not encourage the development of better study habits or motivation to improve.
- Students with 'C' grades could perceive this change as neutral, but it may lead to complacency, impacting their educational growth.
Further, the shift in grading aligns with a criticism of the education system, where success is strongly tied to social class and economic factors, creating an uneven playing field. This grading model reflects a more egalitarian approach but may have unintended consequences impacting student motivation and engagement. It can challenge pre-existing beliefs and potentially shift the focus from competition to collaboration, aligning with some of the foundational principles of communism.
Grade inflation is another concern, where a grade that once represented average performance now is perceived to represent higher achievement levels. The collective 'C' model might exacerbate this issue by setting a new standard for average performance, while at the same time attempting to address educational inequities.