In our current education system, grades come early and frequently. They are intended to provide a method to assess the understanding and mastery of course material with a universal and easily-understood metric. However, as with anything that attempts to condense a complex idea, in this case learning, into a few numbers or letters, there are some serious flaws. Grades are intended to measure learning, but as an extrinsic reward, grades tend to reward assignment and test mastery. After all, there are a plethora of test-taking tips that describe all the tricks to mastering multiple choice questions through educated guessing and essay templates with the standard “intro – 3 body paragraphs – conclusion.” Hardly conducive to creativity. Even intrinsic
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Schools should restructure assessments so they can better determine what students have learned, perhaps focusing more on open-ended questions and problem solving that prompt complex thinking, rather than just recognition. These assessments could then be used to provide feedback to the students to address the things done well and those which could be improved, which would be more useful than simply receiving a grade. Influence tactics could also be used to reach students better than simply telling them to make good grades. Using the “why” method, educators could explain the purpose behind the work being assigned and the material being taught, and then proceed to the “how” and “what.” By giving students a reason for their work, they would be fostering intrinsic motivation, a far more effective tool for creating innovative, inquisitive minds capable of meeting challenges. They could also create an environment where learning is applauded, not in terms of grades, which could be exclusive, but perhaps effort, which has potential to be a much larger in-group. If those who work hard are recognized, this could prompt other students to follow suit, in order to conform. Instead of focusing on grades as rewards, schools should work to foster intrinsic motivations within their students so that learning is done for learning’s sake. There still needs to be assessment, but grades should not be the absolute indicator of successful
Schools should restructure assessments so they can better determine what students have learned, perhaps focusing more on open-ended questions and problem solving that prompt complex thinking, rather than just recognition. These assessments could then be used to provide feedback to the students to address the things done well and those which could be improved, which would be more useful than simply receiving a grade. Influence tactics could also be used to reach students better than simply telling them to make good grades. Using the “why” method, educators could explain the purpose behind the work being assigned and the material being taught, and then proceed to the “how” and “what.” By giving students a reason for their work, they would be fostering intrinsic motivation, a far more effective tool for creating innovative, inquisitive minds capable of meeting challenges. They could also create an environment where learning is applauded, not in terms of grades, which could be exclusive, but perhaps effort, which has potential to be a much larger in-group. If those who work hard are recognized, this could prompt other students to follow suit, in order to conform. Instead of focusing on grades as rewards, schools should work to foster intrinsic motivations within their students so that learning is done for learning’s sake. There still needs to be assessment, but grades should not be the absolute indicator of successful