Beyond the Grade: Rethinking Assessment in Education

By Mel Evans, Co-Founder, The EduShift Collective

Over the past few weeks, I've watched my child navigate a relentless cycle of tests and assignments at school, culminating in the added pressure of NAPLAN assessments. This experience has left me questioning the efficacy and impact of our current assessment practices on students’ wellbeing and learning outcomes.

Despite advancements in educational theory and practice, why do we persist with traditional, high-stakes testing methods that often induce stress and anxiety in our children? More importantly, what is this doing to their love of learning?

A Shift in Learning Mindset: From Joy to Obligation

When my child was in primary school, he loved learning. He was curious, excited, and eager to explore new ideas. School was a place of discovery. Now we moved into high school, I've noticed a stark shift. The joy of learning gradually fading, replaced by an intense focus on assignments and grades. School was no longer about curiosity or growth; it had become about learning how to complete an assessment, how to structure a response, how to maximise a score.

I’ve watched the love of learning be completely drained from him. And that’s heartbreaking.

And he’s not alone. Just last week, I visited a school that recognised the same issue in their students. They saw their Year 7s under immense pressure, drowning in assessment tasks and completely disengaging from their learning. In response, they made a radical decision: they scrapped all traditional assessments from Years 7-10. No more tests. No more separate assignments. Instead, all learning is now assessed authentically, through inquiry, projects, and ongoing learning journals. There’s no longer a distinction between “learning” and “assessment”; it all happens as part of the same process.

The question is: if one school can do it, why can’t more?

The Problem: High-Stakes Testing and Student Well-being

Research consistently highlights the detrimental effects of high-stakes testing on students’ mental health. Studies show that such assessments can lead to significant increases in anxiety levels, negatively affecting both performance and overall well-being.

• A study highlighted in Edutopia found that high-stakes testing environments lead to heightened anxiety, irritability, and sleep disturbances in young students, diminishing their confidence and engagement in learning. (Edutopia)

• Another study on test-related stress found that students' cortisol levels, a hormone associated with stress, rose by about 15% during standardised testing periods. This physiological response can actually impair cognitive function, making it harder for students to perform to their potential.

• Research from ResearchGate suggests that high-stakes testing contributes to decreased motivation, increased dropout rates, and a rise in "learned helplessness," where students feel their efforts don’t matter because their success is dictated by external metrics. (ResearchGate)

If we know this is the impact, why do we keep doing it?

Imagine This: A Classroom Without Traditional Tests

Imagine a classroom where students are deeply engaged in exploring topics they are passionate about. Instead of cramming for standardised tests, they are immersed in projects that require critical thinking, creativity, and collaboration. Assessment is seamlessly integrated into their learning journey, allowing them to demonstrate understanding through real-world applications.

In this classroom, there are no panicked late-night study sessions, no “teaching to the test,” no narrowing of the curriculum to fit multiple-choice exams. Instead, learning is about genuine understanding and personal growth.

The Big Question: Why Do We Persist with Outdated Practices?

One of the biggest arguments in favour of traditional testing is that it provides accountability and equity, ensuring all students are held to the same standard.

But does it really?

• Equity: High-stakes tests do not account for diverse learning styles, socio-economic disparities, or the multifaceted nature of intelligence. Instead of levelling the playing field, they often disadvantage students from varied backgrounds, exacerbating existing inequities.

• Accountability: Standardised tests are meant to measure learning, but what they often measure instead is a student’s ability to take a test. The push for high scores has led to a narrowed curriculum, where "teaching to the test" takes precedence over fostering creativity, problem-solving, and deeper learning.

But the issue runs even deeper. We’ve conditioned students to believe that traditional assessment is the only and best way to measure learning. Many students don’t even realise that richer, more meaningful ways of learning and assessing exist.

A Harvard study found that college students often believe they learn more through lectures and standard assessments, yet the research consistently proves them wrong. In reality, students learn far more when engaged in active learning strategies such as discussions, problem-solving, and hands-on projects. (Harvard Gazette)

This means that it’s not just teachers who need to change, students’ mindsets about learning and assessment need to transform as well. We’ve spent years reinforcing the idea that grades and tests are the ultimate goal, and undoing that mindset requires intentional effort.

The shift away from traditional assessment isn’t just about changing teaching methods, it’s about redefining what students believe learning looks like.

In contrast, alternative assessment methods, such as project-based assessments, portfolios, and authentic assessments, offer a more holistic and meaningful way to evaluate student learning. These approaches:

✅ Reduce anxiety and increase engagement.

✅ Encourage critical thinking, problem-solving, and creativity.

✅ Allow students to demonstrate understanding in ways that align with real-world skills.

✅ Foster a love of learning, rather than a fear of failure.

A Real-World Example: Authentic Assessment in Action

The school I visited last week is proof that change is possible. By eliminating traditional assessments for Years 7-10, they have completely transformed their students' relationship with learning.

Instead of stand-alone assignments, all assessment is now embedded within inquiry-based projects. Learning journals, reflections, and real-world applications drive the process. Teachers are no longer grading students on their ability to memorise information for a test; they are guiding them to deeply understand, apply, and grow in their learning.

This model isn’t just theory, it’s happening now, and it’s working.

Call to Action: Rethinking Assessment in Education

If we want to create an education system that truly prepares students for the future, we need to rethink assessment. We need to move beyond grades and scores and embrace methods that prioritise student well-being, foster deep understanding, and develop lifelong learners.

What can we do?

• For Educators & School Leaders: Consider integrating more authentic assessment practices. Pilot new methods. Push for change in your school.

• For Parents: Advocate for more meaningful learning experiences. Engage with your child’s school about assessment practices.

• For Policymakers: Shift the focus from standardised test scores to broader, competency-based measures of success.

The research is clear. The evidence is mounting. The time for change is now.

Our children deserve an education that inspires, not just evaluates. Let’s build a system that honours the whole learner, not just their ability to take a test.