ungraded

简明释义

英[ʌnˈɡreɪdɪd]美[ʌnˈɡreɪdɪd]

adj. 劣质的；没有分等级的；不标准的

n. 次级品

英英释义

单词用法

同义词

反义词

例句

1.There will be ungraded problems, one graded problem set, an in-class midterm exam, and a final research paper.

课堂上有不计分的问题讨论，一次计分的问题题组，还有一次期中考及期末报告。

2.We confirm having sold you 50 metric tons of groundnuts, hand-picked, shelled and ungraded.

兹确认卖给你方手捡、去壳不分等级的花生五十公吨。

3.If a restaurant doesn't earn an a during its first inspection, it's considered scored but ungraded and a Health Department official will show up unannounced to re-inspect and possibly award a grade.

如果一家餐馆不能在第一次检查时拿到A级，卫生署只会打分却不会分级，以后卫生署的检查员会在没有事前通知的情况下再度检查，然后以此为基础对餐馆进行分级。

4.If a restaurant doesn't earn an a during its first inspection, it's considered scored but ungraded and a Health Department official will show up unannounced to re-inspect and possibly award a grade.

如果一家餐馆不能在第一次检查时拿到A级，卫生署只会打分却不会分级，以后卫生署的检查员会在没有事前通知的情况下再度检查，然后以此为基础对餐馆进行分级。

5.She felt relieved to see that some of her ungraded 未评分的 work would not affect her final score.

她看到一些未评分的作品不会影响她的最终成绩，感到松了一口气。

6.The final exam will include both graded and ungraded 未评分的 questions to assess different skills.

期末考试将包括评分和未评分的问题，以评估不同的技能。

7.The teacher decided to return the ungraded 未评分的 assignments to the students for self-evaluation.

老师决定将这些未评分的作业返还给学生进行自我评估。

8.In the art class, students were encouraged to submit ungraded 未评分的 pieces to foster creativity.

在美术课上，鼓励学生提交未评分的作品以激发创造力。

9.The professor provided feedback on the ungraded 未评分的 drafts before the final submission.

教授在最终提交之前对未评分的草稿提供了反馈。

作文

In the modern educational landscape, the concept of assessment has undergone significant changes. Traditionally, students were subjected to rigorous grading systems that often placed immense pressure on them. However, a new approach has emerged, one that embraces the idea of ungraded assessments. This method focuses on learning rather than merely quantifying performance through grades. The shift towards ungraded evaluations has sparked debates among educators, students, and parents alike. The primary advantage of ungraded assessments is that they encourage a deeper understanding of the subject matter. When students are not fixated on achieving a specific grade, they tend to engage more fully with the content. This intrinsic motivation fosters a love for learning, allowing students to explore topics in greater depth without the fear of failure looming over them. For instance, in a science class where experiments are conducted, students can focus on the process of discovery rather than worrying about how their results will be graded. This hands-on experience can lead to a more profound grasp of scientific principles. Moreover, ungraded assessments can reduce anxiety and stress among students. The pressure to perform well in traditional grading systems can lead to high levels of stress, which can hinder academic performance. By shifting to an ungraded format, students may feel relieved of the burden of competition, enabling them to take risks and learn from their mistakes. This environment cultivates resilience and adaptability, traits that are essential in today’s fast-paced world. Critics of ungraded assessments often argue that without grades, students lack motivation to excel. However, this perspective overlooks the potential for self-directed learning. In an ungraded system, students are encouraged to set personal goals and reflect on their progress. They learn to take ownership of their education, which can lead to greater satisfaction and achievement in the long run. For example, a student who is passionate about literature may choose to read extensively and write creatively without the constraints of a grading rubric. This freedom can result in exceptional work that might not have emerged in a traditional setting. Furthermore, ungraded assessments promote collaboration among students. In a classroom where grades are not the focus, students are more likely to work together, share ideas, and support one another. This collaborative spirit enhances the learning experience and helps build a sense of community within the classroom. Students learn valuable interpersonal skills, such as communication and teamwork, which are crucial for success in both academic and professional environments. In conclusion, the transition to ungraded assessments represents a significant shift in educational philosophy. By prioritizing learning over grading, educators can create an environment that fosters curiosity, resilience, and collaboration. While the implementation of ungraded assessments may present challenges, the potential benefits for students are substantial. As we continue to explore innovative approaches to education, embracing ungraded assessments could very well lead to a more enriching and fulfilling learning experience for all students.

在现代教育环境中，评估的概念经历了重大变化。传统上，学生们常常面临严格的评分系统，这给他们带来了巨大的压力。然而，一种新的方法已经出现，它接受了ungraded评估的理念。这种方法侧重于学习，而不仅仅是通过成绩量化表现。向ungraded评估的转变在教育工作者、学生和家长之间引发了辩论。ungraded评估的主要优点是它鼓励对学科内容的更深入理解。当学生不再专注于获得特定的成绩时，他们往往会更全面地参与到内容中。这种内在的动机培养了对学习的热爱，使学生能够在没有失败恐惧的情况下更深入地探索主题。例如，在进行实验的科学课上，学生可以专注于发现的过程，而不是担心他们的结果将如何被评分。这种动手实践的经验可以使他们更深刻地掌握科学原理。此外，ungraded评估可以减少学生的焦虑和压力。传统评分系统的表现压力可能导致高水平的压力，这会妨碍学业表现。通过转向ungraded格式，学生可能会感到减轻了竞争的负担，从而能够冒险并从错误中学习。这种环境培养了适应性和韧性，这些都是当今快节奏世界中必不可少的特质。ungraded评估的批评者常常认为，在没有成绩的情况下，学生缺乏优秀的动机。然而，这种观点忽视了自我导向学习的潜力。在ungraded系统中，学生被鼓励设定个人目标并反思他们的进步。他们学会为自己的教育负责，这可以在长远中导致更大的满意度和成就。例如，一个对文学充满热情的学生可能选择广泛阅读并进行创造性写作，而不受评分标准的限制。这种自由可能会导致在传统环境中不可能出现的杰出作品。此外，ungraded评估促进了学生之间的合作。在一个不以成绩为重点的课堂中，学生更有可能共同工作、分享想法和相互支持。这种合作精神增强了学习体验，并帮助建立课堂内的社区感。学生学习到宝贵的人际交往技能，如沟通和团队合作，这些在学术和职业环境中都至关重要。总之，向ungraded评估的过渡代表了教育哲学的重大转变。通过优先考虑学习而非评分，教育工作者可以创造一个促进好奇心、韧性和合作的环境。尽管实施ungraded评估可能会面临挑战，但对学生的潜在好处是巨大的。随着我们继续探索创新的教育方法，接受ungraded评估可能会为所有学生提供更丰富、更有意义的学习体验。