What is the term for grading based on assumptions rather than current student performance?

The term "grading based on assumptions rather than current student performance" refers specifically to grading by assumption. This practice occurs when educators evaluate a student's performance based on preconceived notions or expectations, rather than their actual work and measurable outcomes. This can create a significant disconnect between a student's true abilities and the grades they receive, as it may not accurately reflect their learning and progress.

Understanding this concept is important in educational settings, particularly in cosmetology instruction, where practical skills and knowledge must be assessed fairly and objectively. When grading by assumption is applied, it undermines the integrity of the assessment process and can demotivate students who may feel their efforts and achievements are not being recognized.

The other terms do not accurately describe this phenomenon. Grading by desire may imply an emotional or wish-based approach, which does not specifically focus on assumptions about performance. Grading by impulse suggests a hasty or reactive grading method, which is separate from assumptions regarding a student's abilities. Grading with warm fuzzies implies a nurturing or overly positive approach that prioritizes feelings over factual performance metrics, rather than using assumptions as a basis for grading. Understanding the difference is crucial for maintaining valid and effective assessment practices.