The Great Unmarking - A Revised Grading Philosophy
Let me be honest—I don’t like marking (probably not a big shock). It’s time-consuming, tedious, and, frankly, not much fun. Contrary to what some might believe, I’m not sitting at my desk eagerly waiting to sink anyone’s academic ambitions. The reality is, unless you’re getting an A++ with extra bonus marks, most people aren’t thrilled about receiving their marks. Sure, a high grade can be validating, providing a temporary boost of confidence, but that feeling is short-lived. For others, grades can become a source of deep shame, a self-fulfilling prophecy of inadequacy, or a demotivating force that overshadows the joy of learning.
So, why do we still do it? Why do we persist in grading when we know it’s an imperfect system, one that doesn’t account for the privileges or oppressions that shape each student’s academic journey? The simple answer is that, for now, we don’t have anything better. Grades remain the primary measure for academic acceptance, scholarships, and even internships in many fields. But that doesn’t mean the system isn’t changing. In some parts of the world, and even within certain institutions, people are beginning to explore alternatives—which include new ways of assessment that go beyond the letter grade.
As an educator (and a current student myself!), I’m committed to working with students, particularly when those quantitative marks do matter (e.g. admittance to a program, keeping a scholarship), to help them tell the story behind the numbers. Maybe your mark isn’t where it could be (e.g. illness, determinants of health, challenges at home, financial barriers, food insecurity, housing precarity), given equal opportunities and circumstances—ceteris paribus —but that’s a conversation we can have and come up with solutions that help you to flourish. But I’m also here to say that sometimes, grades don’t matter as much as we think they do.
There are countless situations where grades don’t really matter in the grand scheme of things, yet they exert an outsized influence on our time, mental and physical health, and even our lives. Consider the following examples:
Missed Opportunities for Joy: How often have you skipped a social event, a family gathering, or even just a moment of rest to stay up late studying for that last exam or polishing that final paper? The grade you earn might seem important at the time, but the memories and connections you miss out on are just as important to your life and well-being.
Mental and Physical Health: The pressure to achieve high marks often leads to stress, anxiety, and illnesses of all sorts. Students may sacrifice sleep, healthy eating, and exercise to meet academic demands, only to realize that their well-being is compromised for a letter or number on a piece of paper. Grades can create a cycle of burnout, where the pursuit of academic perfection takes precedence over self-care and happiness.
Lost Creative Potential: Think about the projects, hobbies, or creative pursuits you’ve put on hold because your academic workload was too demanding. Grades can discourage experimentation and curiosity, pushing you to focus solely on what’s required to achieve a high mark rather than exploring your passions and interests.
Diminished Love of Learning: Education is something truly celebratory. As children, we start with an innate love of learning, driven by curiosity and the joy of discovering something new. But when learning becomes a competition—a game where we can win or lose—the joy is sucked out of it. The pressure to earn grades can turn the classroom from a place of exploration and excitement into a source of anxiety and dread.
These are real consequences of something that, in many cases, doesn’t actually mean anything. Grades often don’t reflect the full picture of a person’s abilities, creativity, or potential. Yet, they dictate so much of our academic journey, influencing decisions, well-being, and even our sense of self-worth.
In this post, I want to challenge you (this post is to parents, educators, administrators, students) to rethink what grades actually mean in a holistic sense. Let’s consider when they genuinely matter and when they’re just a construct that we can—and should—question. It’s time for the Great Unmarking.
A+ (90-100%): Striving for Excellence at a High Cost
What it Represents: An A+ is reserved for truly exceptional work that surpasses the typical expectations of graduate-level study. It reflects a deep understanding of the subject matter, originality in thought, rigorous analysis, and a sophisticated synthesis of ideas. The student achieving this grade has not only mastered the material but has also contributed something new, whether through original research, innovative application of theories, or a creative approach to problem-solving.
What it Takes:
Extensive Time Investment: Achieving an A+ typically requires a significant amount of time spent on studying, researching, and refining your work. This might mean long hours in the library, extensive revisions of your assignments, and a high degree of focus and concentration.
Intellectual Rigour: It demands a strong intellectual commitment, including a willingness to engage with complex theories, challenge existing paradigms, and explore new ideas.
Attention to Detail: An A+ assignment/test/etc. is not only well-argued but also meticulously presented. This includes careful attention to formatting, clarity of expression, and thorough proofreading.
Potential Sacrifices:
Personal Life: To achieve an A+, you may need to sacrifice time with friends, family, or partners. Social activities might be limited, and personal hobbies or relaxation might be put on hold.
Health and Well-being: The stress of striving for perfection can take a toll on mental and physical health. Late nights, skipped meals, and burnout are common risks.
Opportunity Costs: Time spent perfecting academic work might mean less time available for professional networking, volunteering, or pursuing other interests that could also contribute to your overall career and life satisfaction.
A (85-89%): Achieving High Standards with a Balanced Approach
What it Represents: An A signifies excellent work that demonstrates a high level of understanding and skill. The student shows strong analytical abilities, comprehensive knowledge of the literature, and an ability to apply concepts effectively. While not necessarily groundbreaking, the work is well-organized and insightful and demonstrates a thorough engagement with the subject matter.
What it Takes:
Strong Commitment: While perhaps not requiring the same extreme dedication as an A+, achieving an A still demands consistent effort, regular study, and a disciplined approach to coursework.
Critical Thinking: Students must be able to critically evaluate sources, construct coherent arguments, and engage deeply with the material.
Quality over Quantity: An A is often the result of thoughtful, well-planned work rather than sheer volume. Quality research and writing are prioritized.
Potential Sacrifices:
Work-Life Balance: Students might find themselves occasionally sacrificing social activities or personal time, though not to the same extent as those aiming for an A+.
Selective Involvement: You might need to be selective about extracurricular activities, focusing on those that align closely with academic goals or personal development.
Opportunity Costs: Time spent perfecting academic work might mean less time available for professional networking, volunteering, or pursuing other interests that could also contribute to your overall career and life satisfaction.
A- (80-84%): High Achievement with Awareness of Life Balance
What it Represents: An A- reflects very good work that shows strong competence and understanding. The student meets all the expectations of graduate-level work, with some areas of excellence, but perhaps without the same level of originality or depth as an A or A+.
What it Takes:
Consistency: Regular study, timely submission of assignments, and engagement with the course materials are necessary.
Efficient Time Management: Students who achieve an A- are often those who have found a balance between academic responsibilities and other life commitments.
Engagement: Active participation in class discussions, thoughtful contributions to group work, and a genuine interest in the subject matter are key.
Potential Sacrifices:
Prioritization: Achieving an A- might require you to prioritize certain aspects of your academic work over others, but with a greater awareness of the need for balance. For example, you might choose to spend time with loved ones or pursue a hobby rather than perfect every detail of an assignment.
Opportunity for Holistic Growth: Students at this level might sacrifice some academic perfection to engage in activities that contribute to their overall personal and professional growth, such as networking, internships, or community involvement.
B+ (77-79%): Competence with a Strong Emphasis on Life Balance
What it Represents: A B+ indicates good work that meets graduate-level expectations. The student demonstrates a sound understanding of the material, with some critical analysis and effective synthesis, though the work might lack the depth or polish of higher grades. This grade reflects a solid academic performance coupled with a conscious effort to maintain a balance between studies and other life priorities.
What it Takes:
Solid Understanding: You should have a good grasp of the subject matter, though not necessarily at the deepest or most original level.
Balanced Effort: The effort is consistent, but with a clear understanding that not all of your time can be devoted to academic work. There is an emphasis on balancing academic work with personal and professional life.
Good Time Management: You manage your time effectively, ensuring that you meet deadlines and complete assignments without sacrificing other important areas of your life.
Potential Sacrifices:
Academic Perfection: You may need to accept that your work might not be perfect (but nothing actually is!) and that some assignments might not reflect your full potential, as you allocate time to other important areas such as personal relationships, health, or professional development.
Selective Engagement: You might choose to engage selectively with certain aspects of the course, focusing on those that are most relevant to your goals and allowing other areas to receive less attention.
B (73-76%): Solid Academic Performance with Comprehensive Life Engagement
What it Represents: A B grade represents competent work that meets the basic expectations of graduate-level study. The student shows a clear understanding of the material and fulfills the requirements of assignments but may not engage with the material as deeply or critically as those receiving higher grades. This grade is often a reflection of a student who is actively balancing multiple life roles, such as work, family, and community involvement, in addition to their academic responsibilities.
What it Takes:
Completion of Assignments: You complete all assignments on time and meet the basic criteria for each, demonstrating an adequate understanding of the subject matter.
Practical Application: You focus on applying what you’ve learned in a practical way that aligns with your broader life goals, rather than purely academic exploration.
Balance: You prioritize a balanced life, ensuring that academics are part of a larger mosaic that includes personal, professional, and social responsibilities.
Potential Sacrifices:
Academic Recognition: You may not receive the highest accolades in your academic work, but you gain satisfaction from knowing you are well-rounded and actively engaged in multiple aspects of life.
Depth of Study: There may be less time for in-depth study or exploration of academic topics, as you allocate time to other important areas, such as family, work, and self-care.
Opportunity for Holistic Growth: Students at this level might sacrifice some academic perfection to engage in activities that contribute to their overall personal and professional growth, such as networking, internships, or community involvement (and they can always come back to do an in-depth exploration of some academic topics.)
B- (70-72%): Adequate Performance with a Focus on Holistic Development
What it Represents: A B- signifies that you have met the minimum requirements of the course, demonstrating an adequate understanding of the material. This grade often reflects a student who is heavily invested in areas outside of academia, such as career development, volunteer work, or personal growth, and who views academic work as one component of a broader life journey.
What it Takes:
Completion: You complete your assignments and meet the minimum criteria, focusing on what is necessary to pass the course while directing significant energy toward other life goals.
Practical Focus: You apply your learning in ways that are directly relevant to your personal and professional life, rather than pursuing academic excellence for its own sake.
Self-Acceptance: You accept that your academic work might not always be your top priority and that’s okay because you are succeeding in other important areas of life.
Potential Sacrifices:
Academic Depth: You might not delve deeply into the academic material, instead choosing to focus on what is necessary to meet the course requirements.
Time for Other Pursuits: Your academic work might take a backseat to other pursuits, such as career advancement, volunteering, or personal hobbies, reflecting a conscious choice to prioritize holistic development over academic perfection.
FZ (0-69%): Inadequate Performance as an Opportunity for Growth
What it Represents: An FZ grade indicates that the work submitted does not meet the minimum requirements of the course. This could be due to a variety of factors, such as misunderstanding the material, inadequate time management, or personal challenges that interfered with your ability to complete the work at the expected level. However, this grade should be viewed as an opportunity for growth and learning rather than a failure. If you are in this situation, proactive conversations are the most helpful with your instructors and the faculty.
What is needed:
Reflection and Dialogue: If you believe you are heading towards an FZ, the next step is to engage in a conversation with the Instructor to understand what is happening and explore how you can be best supported by the faculty, your instructor, and your peers. This might involve revisiting the material, seeking additional academic support, or developing new strategies for managing your coursework. It's important to recognize that sometimes life happens, and there are periods when academic pursuits might not align with your personal circumstances—and that’s okay.
In a culture that often glorifies burnout, where stories of pushing yourself to the brink and barely surviving are celebrated as badges of honour, it's crucial to challenge this narrative. True learning and personal growth don’t require you to sacrifice your well-being. In fact, research shows that we learn more effectively, retain information better, and are more innovative when we are not in a constant state of stress or survival mode. We can and should be proud of ourselves for our accomplishments, but it doesn’t have to come at the cost of our health or happiness. The goal is to foster an environment where learning is sustainable, fulfilling, and supportive of your overall well-being. Rather than glorifying the struggle, let's celebrate the growth that comes from learning in a thriving, flourishing and healthy way.
Closing Thoughts:
At our core, we are all learners. From the moment we are born, we are driven by an innate curiosity—a natural desire to explore the world around us, to ask questions, to discover new things. Watch any young child, and you’ll see this in action: the wonder as they figure out how something works, the excitement they feel when they learn a new word or master a new skill. This is the purest form of learning, driven by an intrinsic love of discovery and an unquenchable thirst for knowledge.
This natural curiosity is a gift. It is the foundation of all learning, the spark that drives innovation, creativity, and personal growth. Yet, as we move through the traditional education system, this spark often begins to dim. When learning becomes something we do not do out of joy or interest but because we are trying to achieve a certain grade or meet someone else’s expectations, the experience can become burdensome. The focus shifts from exploration to evaluation, from growth to judgment.
But here’s the truth—in my opinion: education should be something celebratory, a journey that nourishes our natural curiosity and allows it to flourish. Cultivating this love of learning is essential not just for academic success but also for personal fulfillment and lifelong growth. When we tap into our natural curiosity, we become more engaged, more motivated, and more open to new experiences. We start to see learning not as a chore or a means to an end but as an integral part of our lives—something that enriches us and brings us joy.
Until the systems change and we come up with new strategies - let’s at the individual and classroom level rethink our approach to grades and education as a whole. Let’s shift our focus back to what really matters: cultivating a love of learning that lasts a lifetime and ensuring that every student feels valued not just for their academic achievements but for their curiosity, creativity, and passion for discovery.
