When educational programs focus on fewer summative assessments and important decision moments, there is sometimes a fear that students will be less motivated if they do not receive regular grades. An understandable fear, because learning for good grades is what we have taught students. No child is born asking for a grade. This is taught to children in our education system. We condition them. By continuing to value good grades, both in curriculum design and in interactions with students, this is maintained. Education should actually ‘decipher’ students: remove grades as the focal point. The nuance lies in the fact that it is difficult to achieve this as an individual teacher. The moment you assess less yourself, but colleagues still constantly test for grades, students will always prioritize those tests. After all, there are important consequences attached to those grades. This problem therefore requires a collective vision on learning, from which the choice can be made together to focus more on development than on assessment across the entire curriculum. So, engage in conversation with colleagues about this and work towards a learning culture.
Peeters, W. & Maij, D. (2021). 33 Tips voor HBO-Didactiek. Advies uit onderzoek en onderwijs. Amsterdam: Boom.