Author: WALUNIR JAMIR, BA 5th Semester, Department of Political Science, Model Christian College, Kohima
When was the last time you took a risk in your learning, without fearing the impact on your GPA? Or, as a teacher/parent, when did you last encourage a student/child to explore their curiosity, without worrying about the grades they would receive?
We live in a world where there is relentless pursuit for academic excellence with a fixation on grades as the ultimate measure of success. However, this overemphasis on marks has far-reaching, unseen consequences that extend beyond the classroom.
One of the most significant consequences is the erosion of creativity and critical thinking. When students are conditioned to prioritise grades above all else, they often sacrifice innovative ideas and genuine learning for rote memorization and regurgitation. Research becomes a repetition of existed knowledge instead of bringing about something noble. This stifles their ability to think critically, solve problems, and approach challenges with creativity.
Moreover, the pressure to achieve high grades leads to increased stress and anxiety levels. Students become overwhelmed by the constant need to perform, resulting in mental health issues, burnouts, and decreased motivation. This unhealthy environment fosters a culture of competition, where students are pitted against one another, rather than encouraged to collaborate and learn from each other.
The overemphasis on grades perpetuates a narrow definition of intelligence. Students who excel in traditional subjects are often deemed more intelligent or capable than those who struggle. This ignores the diverse range of skills, talents and abilities that exist beyond academic achievement. Additionally, grades can be subjective, influenced by biases and personal opinions. This raises questions about their validity and reliability as a measure of student learning. Moreover, the focus on grades detracts from meaningful feedback, which is essentially genuine growth and improvement.
The consequences extend beyond the individual, affecting the education system as a whole. Teachers are pressured to teach to the text, rather than fostering a love of learning. Curriculum design becomes centered around grade-driven outcomes, rather than well-rounded development.
In order to mitigate these consequences, we must redefine success beyond grades. We must emphasize effort, progress and growth over achievement. We must foster a culture of creativity, critical thinking and collaboration while recognising and valuing diverse talents and abilities. We must provide meaningful feedback and constructive assessment and encourage a well-rounded development by integrating academic, emotional and social learning.
By moving beyond grades, we can cultivate a more inclusive, supportive, and enriching educational environment. One that nurtures curious, creative and compassionate individuals, equipped to thrive in an ever-changing world.
(The views expressed in this article are the author’s own and do not necessarily reflect those of Nagaland Tribune.)
