Children aren’t born craving grades. Yet, our education system operates on a reward system that focuses on “earning maximum points with minimal effort”. We are trained to excel in tests by exploiting shortcuts, such as the common strategy of “when in doubt, pick C,” or relying on past exams to get lucky on finals. This happens because we are taught that grades are the main measure of competence, rather than our true ability. As a result, students lack intrinsic motivation and avoid taking responsibility for their learning. This is why cheating is so widespread in schools and colleges, despite institutions' attempts to fix the issue through punitive measures like assigning zeroes for cheating or enforcing strict exam supervision.
Tradition has it that the purpose of assessment is to measure students’ understanding of class material. However, from a more social perspective, assessments also serve as a way of communication between the instructor and the learner. By providing constructive feedback to students, teachers can help clarify confusions in the subject area. Meanwhile, students get opportunities to bring forward questions they struggle with, and perhaps to open up about concerns in their learning process. This kind of interaction is a two-way street in which teachers and students build stronger relationships. Moreover, students are more likely to achieve success in the subject as many researchers have found that barrier-free communications with teachers can uplevel students’ academic performance.
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