The Stressful Pursuit of Academic Wealth

The currency of education.

Grades in the education system can be compared to a rigid and unforgiving currency, where students are constantly pressured to earn and maintain high grades, sometimes at the expense of genuine learning. This relentless pursuit of grades can create a stressful environment, similar to a relentless pursuit of wealth. As I reflect on my current thoughts about creative assessment, it becomes evident that the negative impacts of grades have led me to question the effectiveness of this system in evaluating true learning and encouraging students to take a path of deeper understanding.

The Dilemma of Grades

One of the most compelling reasons for my uncertainty about grades is the stress they can cause. Just as the pursuit of wealth can lead to anxiety and burnout, the relentless pursuit of high grades and immediate perfection can lead to students feeling overwhelmed and mentally drained. The constant pressure to excel in exams, assignments, projects and classes overall can take a toll on mental health, inhibiting the ability to explore subjects in a more meaningful and enjoyable way (Kohn, 2011). It is sad to see that grades can often become the primary driving force behind education rather than a passion for learning.

Furthermore, grades don’t necessarily determine learning. They are an external measure attempting to quantify something as intricate as the acquisition of knowledge. It is all too common for students to memorize information solely to regurgitate it on a test, only to forget it shortly after. This rote memorization does little to foster critical thinking, transfer or a deep understanding of the subject matter. In my view, genuine learning should be about acquiring skills, gaining insights, and applying knowledge in practical contexts, rather than fixating solely on pursuing arbitrary letter grades or percentages.

Perhaps one of the disheartening consequences of our grading system is the way it can incentivize students to choose the easier path, rather than the one that would lead to more profound learning. When given the choice, students often opt for assignments or projects that they believe will guarantee a higher grade, rather than challenging themselves with tasks that might result in a lower score (Fiddlestick Productions, 2016). This means that the pursuit of academic wealth often leads students away from valuable learning experiences, forcing them to miss out on opportunities to push their boundaries and explore their full potential.

Creative assessments can offer an alternative to traditional grading. Assessments, such as projects, presentations, and blog posts, allow students to demonstrate their understanding in diverse and meaningful ways. They provide room for creativity, transfer, critical thinking, and self-expression. More importantly, they offer a chance for teachers to provide formative feedback that genuinely fosters growth and development rather than taking out their red pen to mark answers right or wrong.

Time for Feedback

However it is difficult for teachers to have the time to provide authentic and formative feedback. Yet, when they do find the time, the emphasis on the overall grade can overshadow the importance of constructive criticism. Students may be so focused on the grade itself that they overlook the insightful comments and suggestions provided by their teachers. This is a missed opportunity for growth and improvement, as students should be encouraged to embrace feedback as a tool for enhancing their understanding of the content.

Conclusion

My current thoughts on creative assessments have a strong tie to grades which reflect a growing awareness of the negative impacts of our grade-driven education system. The stressful pursuit of academic wealth, with its focus on grades as the ultimate currency of success, can hinder genuine learning, lead students to take the easy way out and make it challenging for teachers to provide authentic feedback. Creative assessments provide a promising path forward, offering a more holistic approach to evaluating learning and nurturing a deeper understanding. It is time we reconsider the role of grades in the education system and prioritize the pursuit of knowledge acquisition and personal growth over the pursuit of academic wealth through grades.

Where do you stand on the role of grades in the education system?

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• Grades are essential for motivation & measurement/
• Grades are somewhat useful, but need more focus on learning.
• Grades are counter productive; use alternative assessments.
• I'm unsure about the role of grades and want to learn more.

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References

Fiddlestick Productions. (2016, February 21). Why grades shouldn't exist - Alfie Kohn. [Video]. Youtube. https://www.youtube.com/watch?v=lfRALeA3mdU&t=54s.

Kohn, A. (2011). The case against grades. Alfie Kohn. https://www.alfiekohn.org/article/case-grades/