The Ethics of Late Assignments and the True Value of IB Diploma

Is it fair for teachers to penalize students who submit assignments late? This question often surfaces among students, particularly in high-pressure educational environments like the International Baccalaureate (IB) program. This article explores the nuances of late assignments, the impact of their penalties, and reflects on the true value of the IB Diploma.

Introduction

In a recent experience, a student handed in their extended essay (EE) extremely late and without asking for an extension, due to procrastination. On the unjustly labeled 'due date' of mid-March, the student managed to complete the EE with a rush job and received a mediocre grade. This story is not unique; many students face similar challenges, wondering whether they deserve penalties for their late submissions.

Postponing and Rush Jobs

The solution to deadlines often involves postponing work and completing it in a rush, a practice that the author of this article is well-acquainted with. They write, 'I went to school an hour early, started researching for my EE, wrote 3900 words somehow...' This method, while effective in securing grades, comes with its own drawbacks. For instance, the quality of the work is often compromised, and students may end up with assignments that reflect their 'clutch' nature more than their academic prowess.

The Importance of Topic Selection and Effort

The success of a rush job hinges on the topic selection and the effort put in. As the author notes, 'The key was that I chose an easy topic and did not do more work than I needed.' This approach helps minimize the required input and maximize output. The EE for 100 pages requires significant effort, but reducing the appendices to 1/3 and focusing on critical content can sometimes result in a more efficient submission.

Quality Matters, But Not Always in School

There is a common belief in the professional world that quality matters more than quantity. However, the author challenges this notion, suggesting that in school settings, quantity often trumps quality. They emphasize, 'If your teachers say quality matters and length doesnu2019t, they lie. That applies in the workplace but not in school.' This difference in expectations highlights the unique stressors faced by students in the IB program.

The True Value of the IB Diploma

The IB Diploma is much more than a piece of paper; it is a symbol of commitment, stress management, and community involvement. However, the author questions its practical value in the real world. 'The only thing that really matters is the diploma, and even then, itu2019s pretty much worthless.' The diploma may provide some advantage in university applications, but it offers minimal benefits in terms of career prospects or financial savings during college.

Conclusion

In conclusion, while there is a fair debate about the ethics of penalizing late assignments, the true value of the IB Diploma lies in its ability to prepare students for real-world challenges, including managing stress, learning, and contributing to the community. However, students should be mindful that the diploma's practical value is limited and that the real worth lies in the skills and knowledge gained during the program.

Key Takeaways:

Quality and quantity differ in educational and professional settings. The true value of the IB Diploma extends beyond academic achievements. Rush jobs can be effective but may compromise the quality of the work.

Remember to minimize input and maximize output, and always run your assignments through a grammar check to present the best possible work.