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大学生不考试了,那未来怎么评价
Hu Xiu· 2025-08-07 14:02
Core Viewpoint - The article emphasizes the need to rethink and redesign the grading system in education to better reflect contemporary societal and individual developmental needs, rather than simply abolishing it [1][25]. Group 1: Recent Changes in Grading Systems - Several top-tier universities in China, including Fudan University and Peking University, are reforming their GPA systems, with Peking University announcing the cancellation of the GPA system for undergraduates starting from the 2025 cohort [2][25]. - This shift marks a significant reflection on the reliance on numerical scores and rankings in education, moving towards a more qualitative assessment approach [2][25]. 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 mechanism for evaluating student performance in the U.S. education system [4][5]. - The grading system transitioned from a teaching tool to an organizational management tool, particularly after the establishment of the College Entrance Examination Board in 1899, which emphasized standardized grading [6][7]. Group 3: Critique of Current Grading Practices - The current grading system is criticized for promoting superficial learning and unhealthy competition among students, leading to anxiety and a focus on grades rather than genuine understanding [9][10]. - The reliance on grades has resulted in a narrow view of student capabilities, often reducing individual students to a single numerical value, which fails to capture their unique learning styles and potential [11][12]. Group 4: Need for a New Evaluation System - There is a call for a new evaluation system that emphasizes process-oriented assessment rather than outcome-based grading, incorporating elements like learning logs and classroom participation [23][24]. - The proposed system should focus on personalized feedback and growth, moving away from traditional GPA rankings to better reflect students' learning journeys and capabilities [23][24].