大学生不考试啦！那未来怎么评价

Core Viewpoint - The article emphasizes the need to rethink and redesign the grading system in education to better reflect the actual needs of contemporary society and individual development, rather than simply abolishing it [1][25]. Group 1: Recent Changes in Grading Systems - Several "Double First-Class" universities in China, including Fudan University, have initiated reforms to the GPA system, allowing some courses to be graded as Pass/No Pass (P/NP) and reducing the weight of GPA rankings [3]. - Peking University announced the cancellation of the GPA system for undergraduate students starting from the 2025 cohort, marking a significant reform in recent years [3]. - These changes indicate a shift in higher education's reflection on the "score-centric" approach, moving from a marginal to a mainstream perspective [3][10]. Group 2: Historical Context of Grading Systems - The grading system has deep historical roots, dating back to 1785, and has evolved to become a primary basis for student-related decisions in American education [5][6]. - The grading system transitioned from a teaching tool to an organizational management tool, especially after the establishment of the College Board in 1899, which aimed to standardize grading across institutions [7][8]. Group 3: Critique of the Grading System - The grading system is criticized for distorting student motivation and failing to accurately assess true understanding, leading to a focus on tasks that yield quick scores rather than meaningful learning [10][11]. - The competitive nature fostered by grades often results in unhealthy comparisons among students, contributing to academic dishonesty and anxiety [11][22]. - The reliance on grades simplifies students to a single number, neglecting their unique qualities and learning styles, which undermines the essence of education [11][23]. Group 4: Proposed New Evaluation Systems - A new evaluation system should incorporate multiple dimensions such as learning logs, classroom participation, and teamwork, emphasizing process-oriented assessment rather than results [24]. - The article suggests moving towards a grading system that combines qualitative feedback with a narrative approach, reducing the emphasis on numerical rankings [24]. - Educational reforms should focus on fostering intrinsic motivation for learning, rather than relying on external rewards like grades [22][24].