Core Viewpoint - The recent cancellation of GPA at Peking University has sparked widespread discussion about its implications for higher education and the job market, raising questions about the effectiveness of traditional evaluation systems in fostering genuine learning and innovation [1][2]. Group 1: Reform Details - Peking University announced a reform in its educational evaluation mechanism, which includes the introduction of a "pass/fail" system and a grading system that replaces traditional GPA with letter grades (A, B, C, D) starting from the 2025 cohort [1]. - The reform aims to reduce the pressure on students to achieve high GPAs, which has been linked to a culture of excessive self-monitoring and competition among students [4][5]. Group 2: Impact on Student Behavior - The previous GPA system, which was implemented in 2007, created a high-stakes environment where students felt compelled to maximize their scores, often at the expense of genuine learning [6][12]. - The new grading system is expected to alleviate some of this pressure, allowing students to focus more on their interests and personal development rather than merely chasing high scores [7][11]. Group 3: Critique of Evaluation Systems - The traditional evaluation system has been criticized for promoting a culture of meritocracy that prioritizes quantifiable achievements over individual learning experiences [8][9]. - Critics argue that even with reforms, if the underlying goal of education remains focused on selection and competition, the issues of "involution" and excessive pressure will persist [10][14]. Group 4: Future Considerations - The cancellation of GPA raises questions about how students will be evaluated for graduate studies and employment, as GPA has been a significant factor in these processes [11][14]. - There is a call for a more humanistic approach to education that prioritizes student development and self-formation over rigid performance metrics [17][18].