> The best method for assessing performance when learning is as old as the world: assess the effort, not how well the result complies with some requirements.
I am really quite confused about what you think the point of education is.
In general, the world (either the physical world or the employment world) does not care about effort, it cares about results. Someone laboriously filling their kettle with a teaspoon might be putting in a ton of effort, but I'd much rather someone else make the tea who can use a tap.
Why do we care about grades? Because universities and employers use them to quickly assess how useful someone is likely to be. Few people love biochemistry enough that they'd spend huge sums of money and time at university if it didn't help get them a job.
> Someone laboriously filling their kettle with a teaspoon might be putting in a ton of effort, but I'd much rather someone else make the tea who can use a tap.
By your own logic, the student who fills the kettle with the spoon has produced the expected result.
Fast enough with the spoon and sky’s the limit, right?
A good teacher, while praising the effort, would help them find out about the tap. Not praising the effort would give the opposite signal! You have worked hard, and through no fault of your own (no one has built-in knowledge about the tap) you were essentially told that was for nothing?!
And if you have learned the tap, do you want to be done with it? Or be pushed to keep applying the same effort as with the spoon, but directed more wisely knowing that there’s a tap? Imagine what heights would you reach then!
The worst teachers are in whose class 30% of the students are filling their kettle with spoons all their time, 30% simply dip them into the puddle and never get used to do the work, 30% give up because what is even the point of filling the kettle when their home has a hot water dispenser.
You may be mistaking “the world” with “education” or “learning”. Producing a result is not evidence of learning progress. During learning, result is a somewhat useful metric if it roughly correlates with the level of effort, but relying only on result when determining whether to praise or reward a person during the learning stage is always a recipe for issues. A student may quickly learn to reproduce the desired result and stop progressing.
I am really quite confused about what you think the point of education is.
In general, the world (either the physical world or the employment world) does not care about effort, it cares about results. Someone laboriously filling their kettle with a teaspoon might be putting in a ton of effort, but I'd much rather someone else make the tea who can use a tap.
Why do we care about grades? Because universities and employers use them to quickly assess how useful someone is likely to be. Few people love biochemistry enough that they'd spend huge sums of money and time at university if it didn't help get them a job.