In the world of learning, tests are key, often seen as a way to gauge how well a student understands and does. Yet, the push for high scores or being the best has sparked debate among parents, teachers, and students alike.
The talk on whether we should rank kids based on test scores is getting louder. Parents, teachers, and students all have different views on this topic. Some say ranking brings out the best in students, pushing them to do better, while others point out the harm it can do to their mental well-being and overall growth.
Parental Concerns:
- There is no doubt that parents themselves could play a large part in children’s attitude towards academic success. They are naturally willing to see their children in good results, and sometimes one’s performance in an exam is equated to one’s future achievements. Parents are thus inclined to make their children do better and do well in exams. Nevertheless, it can be argued that such intense competition in ranking inevitably leads to higher pressure and stress for children.
- Parental expectations to do well in exams can be detrimental to children’s mental health. Pressure can manifest itself in increased anxiety, depression and low levels of self-esteem. And the competition for rankings could diminish the importance of other desirable qualities such as social skills, emotional intelligence and creative expression.
- Meanwhile, other parents prefer a more ‘balanced’ stance on education. While acknowledging the importance of academic achievement, especially at the senior level, they emphasise that the journey towards success should prioritise the well-being of the child, not just the accumulation of rankings. Consequently, they encourage their children to express their interests, and their logical reasoning skills, and develop the mind-set of a genuine life-long learner.
Educator Insights:
- Teachers are the core of the academic experience and, though they use exams as a supplementary tool to pass on knowledge and measure success, increasingly they are acknowledging the shortcomings of the scoreboard and rankings.
- Advocates of what has been described as a ‘growth mind-set’ are anxious that students be encouraged to concentrate on the process of learning rather than a fixed end-point: however, even here it might be useful to view exams as punctuations in the learning process, rather than as points of competition. An ethos of goodwill and a learning environment that encourages effort, tenacity and teamwork can help to put off the harmful effects of ranking stress.
- Educators also acknowledge the importance of individual talents, weaknesses, and learning strategies. Using a uniform standard to evaluate students ignores these differences and ignores their diverse talents. When educators consider each student’s needs and interests and adapt their teaching practices to the specific student as appropriate, they can provide more inclusive and fair educational experiences for students.
- One must keep in mind that taking exams is not synonymous with learning. It involves critical thinking, creativity and fostering a passion for learning. When ranking becomes the sole focus, enjoyment from gaining knowledge may cease hence becoming detrimental, especially in schools? This is because students might prioritize cramming what to take a test rather than understanding the subject matter.
- It is important to realize too that success in life does not belong only to those who did well academically during their time as students. Top performers have failed outside academic circles but ended up being great achievers later on in different fields altogether where they were able to apply skills learnt while pursuing what mattered most to them.
- Relatively few people the world over have ever topped examinations everywhere each time anything significant happened; instead many such folks followed through with things they loved doing most passionately waited patiently while putting significant amounts of effort towards certain objectives eventually stacked said achievements one upon another thus reaching higher than any result sheets could ever take them skills not standard beyond academic achievements resulted into their most significant successes.
Student Perspectives:
- Perhaps the most overlooked perspective in the ranking debate is that of students. While some thrive on the competition and strive for top positions, others are miserable and end up leaving the education system altogether.
- For students who are high academic achievers, success in rankings can feel satisfying and gratifying. On the other hand, pressure associated with rankings can lead to burnout and feelings of inadequacy. The pressure to constantly perform at the very top level can prompt students to believe that they must prioritize academic success at the expense of mental and emotional health, consequently perpetuating a cycle of stress and anxiety.
- Conversely, students who find they cannot be successful in the top rankings can feel disheartened and deflated by the focus placed on rankings in school. There can be pressure for students to achieve at an arbitrary top level that can make them lack confidence and enthusiasm for learning and eventually lead to them feeling bored, disengaged, and apathetic.
- Therefore, with these diverse perspectives, it is clear that ranking every child in school is not only an unachievable goal but potentially harmful. Instead of competing and comparing, we need to cultivate an educational system that encourages student mental health and well-being.
- Children are under a lot of pressure to perform well in exams, which can be overwhelming. It could result in them feeling stressed, anxious and afraid to fail. This is particularly the case in competitive education systems where success is often equated with being highly ranked academically but that’s only one way to look at it. There are many different types of success and not all of them involve doing brilliantly at school.
- Each child has their strengths and weaknesses. Some kids might be great at sports or music while others are really good artists or actors etc. By making every student achieve certain grades you could be ignoring these talents and even stopping children from growing naturally.
While examinations are useful tools to assess learning and knowledge, the notion of ranking all children based on exam results is problematic. Parents, educators, and students seek a more holistic and balanced educational system that values different abilities and well-being. In this context, it is important to move away from prioritizing rankings towards establishing a learning environment that supports the diverse talents and abilities of every child.
Should every child have to rank in exams? No, they should not. While exams are a part of the learning process, they do not reflect a student’s true potential. What matters most is that kids do their best. People need to understand that where they are placed in an exam does not define their worth.
At Delhi Public School Warangal, recognised as one of the top best schools in Warangal, we believe that the question of whether every child should be ranked in examinations is a complex and multi-layered one, demanding a re-examination of our educational values and objectives. By shifting our focus from ranking to learning, we open up opportunities for students to not only succeed but to grow and thrive.