Nor, we might add, is it worth assessing accurately.
A lot of my past teachers/professors say phrases such as, "Don't worry about this material, you won't see it on the exam." Personally, when my teachers say this, I tend to disregard that material and focus only on what I'm going to be tested on.
(how good they are at doing something — or, worse, how their performance compares to others’) that they’re no longer thinking about the learning itself.
This reminds me of the ranking system used in school. I never realized how problematic grades were until my senior year of high school, when my classmates were discussing their class ranks and how they could have ranked higher or done better throughout their academic careers. Rather than applauding themselves for learning and doing well, many students were disappointed in themselves because of their class ranks. That was disheartening to see.
Grades create a preference for the easiest possible task. Impress upon students that what they’re doing will count toward their grade, and their response will likely be to avoid taking any unnecessary intellectual risks. They’ll choose a shorter book, or a project on a familiar topic, in order to minimize the chance of doing poorly — not because they’re “unmotivated” but because they’re rational. They’re responding to adults who, by telling them the goal is to get a good mark, have sent the message that success matters more than learning.
I definitely agree with this. For instance, whenever I am assigned a research paper or a project, I tend to choose a subject that I am knowledgeable on to ensure that I get the best possible grade. With grades, school becomes less about learning and more about optimizing my grades.