(Approx 2 minute 20 second read)

In an ideal world, a grading should reflect genuine progress in understanding and skill. A student advancing in rank should be able to demonstrate not just physical ability but a deeper comprehension of their art.
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They should be able to apply what they’ve learned, adapt techniques under pressure, and show noticeable growth from one level to the next.
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Unfortunately, not all grading systems uphold these principles. Some exams are little more than formalities, focused on repetition rather than real development.
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Others are outright paid for, reducing the belt to nothing more than a transaction rather than an earned achievement. When this happens, it’s not just the grading process that is flawed – it calls into question the entire approach to teaching.
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If the grading requires a candidate to show growth of understanding from one year to the next, then when they don’t pass, they are forced to confront this. If the grading only requires repeating ordered movements they’ve done a thousand times, then the problem is clear… which then brings the class into question.
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This is the core issue: in many schools, students are passed based on their ability to perform set movements in a specific order, rather than their ability to use them effectively. The purpose of training should be to cultivate a deeper understanding, but if a grading is merely about going through the motions, then it serves little purpose beyond ceremony.
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A strong grading system should challenge students to demonstrate comprehension, adaptability, and application, not just memorization.
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Can the student apply techniques dynamically, under resistance? Do they understand the principles behind their movements, or are they just imitating them? Can they make adjustments when something doesn’t work, or are they stuck in rigid patterns? When these elements are missing, the grading isn’t a test of martial ability – it’s just a performance.
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One of the biggest issues in modern martial arts is the commercialization of ranking.
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In some organizations, a student’s progress is determined more by their ability to pay than by their actual ability. Frequent testing, exorbitant fees, and guaranteed promotions create a system where earning a grade is simply a matter of time and money, not skill or dedication.
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Progress should be determined by a teacher’s personal evaluation, often after years of training, with no set timeline for advancement. A student is ready when they are ready – nothing more, nothing less.
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In some dojos – including my own – students are not allowed to grade unless their instructor deems them truly prepared. There is no automatic promotion, and failure is a real possibility.
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Ultimately, a grade should not just be a checklist of techniques performed in sequence from a syllabus hanging on the wall. If a student advances without truly growing, their grade is meaningless. If a school prioritizes financial gain over martial integrity, then it does a disservice to its students.
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A true grading should be a challenge, something that forces students to confront their weaknesses and push through them. Depth of understanding – not just the color of a belt – is the true measure of progress. Because at the end of the day, a belt can be bought. Skill cannot.
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Rant over.
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Written by Adam Carter