Campus podcast: The tricky relationship between assessment and learning
Mar 20, 2025
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Susan D. Blum, an anthropology professor at Notre Dame, critiques traditional teaching methods. Catherine Wehlburg, president of Athens State University, focuses on effective assessment practices. Josh Eyler, director at the University of Mississippi, discusses how grades can harm learning. They explore the detrimental effects of 'schoolishness' and the pressures of prestigious institutions on student mental health. The conversation advocates for feedback-based assessment methods, emphasizing authentic learning experiences over mere grades.
Traditional grading methods often diminish the learning experience, promoting performance over genuine understanding and leading to student alienation.
The pressure of high-stakes grading can contribute to significant mental health issues, including anxiety and depression among students.
Innovative assessment methods, such as portfolio assessment and standards-based grading, encourage deeper engagement and allow for a more comprehensive demonstration of student learning.
Deep dives
The Purpose and Impact of Assessment
Assessment serves a critical role in higher education, but its traditional methods often undermine student learning. Many educators note that constantly grading students can create a performance-focused mindset, where grades overshadow the actual learning process. This leads to a form of alienation, where students may engage in rote memorization to achieve high marks instead of pursuing genuine understanding. Redefining assessment as a tool for feedback rather than an end goal can nurture a more conducive learning environment.
The Consequences of Traditional Grading
Traditional grading methods contribute to various mental health issues among students, including anxiety and depression. Research indicates that the pressure associated with achieving high grades can adversely affect a student's well-being. In particular, students at high-achieving institutions have been shown to experience higher rates of emotional distress, highlighting the need for more supportive educational frameworks. As such, educators must acknowledge the psychological toll of their grading practices and strive for approaches that prioritize holistic student experiences.
Exploring Alternatives to Traditional Assessment
Various innovative assessment methods aim to foster a deeper learning experience without heavy reliance on traditional grades. Models such as standards-based grading, contract grading, and portfolio assessment allow students to demonstrate mastery of content in ways that encourage authentic engagement. For instance, standards-based grading focuses on whether students meet specific learning outcomes instead of averaging grades across assignments. By allowing students to submit comprehensive portfolios of their work, educators can provide richer feedback and a clearer picture of student progress.
Reframing Feedback in the Learning Process
Effectively implemented feedback is crucial for improving student learning outcomes, yet it is often overshadowed by final grades. Many students tend to dismiss constructive comments when accompanied by a grade, which diminishes the feedback's effectiveness. Educators can enhance the learning process by prioritizing feedback as a guiding tool integrated into assignments. By employing strategies like focused commentary and opportunities for revision, instructors can cultivate an environment where students actively engage with their learning and see grades as merely a reflection of their journey.
The Future of Assessment in Higher Education
The growing movement against traditional grading systems reflects a broader desire for meaningful reform in higher education. Institutions are starting to evaluate alternatives that emphasize learning over compliance, with examples of success emerging across various campuses. Innovative practices are paving the way for a shift towards assessment models that honor the complexity of learning, allowing students to navigate challenges in ways that resonate with real-world applications. Ultimately, the future of assessment will rely on fostering student agency and genuine engagement with their educational journey.
Assessment is a cornerstone of most modern education systems, and yet is it strictly necessary? If it is, what purpose should it serve and, thus, how should it be designed and delivered?
In seeking to answer these questions, we put assessment under examination. In this podcast episode, the nature of institutionalised education, how assessment can better serve learning, the impact of grading, and compliance all come under scrutiny.
We speak to:
Susan D. Blum is a professor of anthropology at the University of Notre Dame. An award-winning author and educator, she has written and edited 10 books including a trilogy critiquing the way university teaching is delivered with the latest, Schoolishness: Alienated Education and the Quest for Authentic, Joyful Learning, coming out in 2024.
Catherine Wehlburg is president of Athens State University and president of the Association for the Assessment of Learning in Higher Education (AALHE).
Josh Eyler is director of the Center for Excellence in Teaching and Learning and clinical assistant professor of teacher education at the University of Mississippi. He has written highly regarded books on the science of learning with his latest, Failing our Future: How Grades Harm Students and What We Can Do about It, published in 2024.
More insight on assessment in higher education can be found in these Campus spotlight guides:
