Why Traditional Grading Systems No Longer Serve Today’s Learners

AI and assessment took centre stage at this year’s #IBGC2025 conference, sparking vital conversations about the future of learning. While many ideas emerged, one question dominated: Can traditional grading keep up with how students learn today?

As AI tools offer real-time, personalised feedback, letter grades and percentage scores seem increasingly out of step. These systems often miss the depth of student growth, reducing complex learning journeys into narrow metrics.

What’s Wrong with Traditional Grading?

1. It Treats All Learners the Same

Grading assumes uniformity. But learning is personal. AI adapts to student needs in real-time. Grades don’t.

2. It Prioritises Performance, Not Progress

Grades push students to cram. AI and assessment models, however, focus on understanding through continuous feedback.

3. It Increases Student Stress

High-stakes grading fuels anxiety. In contrast, low-stakes, AI-supported assessments encourage confident, calm learning.

4. It Rewards Recall Over Reasoning

Traditional tests favour memorisation. But today’s world demands creativity, critical thinking, and collaboration.

What’s Stopping Change?

Entrenched Beliefs

Parents, teachers, and universities still value grades. Moving beyond this requires trust in new systems.

Lack of Training

Teachers need time and tools to rethink assessment. AI can help—but only with the right support.

University Admissions

Until universities embrace skills-based evidence—like portfolios—schools will struggle to move beyond grades.

What Could Assessment Look Like?

1. Real-Time, Formative Feedback

AI enables ongoing insight into student learning. It replaces final scores with useful, personalised feedback.

2. Skills and Portfolio-Based Assessment

Projects, portfolios, and real-world tasks allow students to show what they truly understand.

3. School–University Collaboration

We need shared definitions of success. AI and assessment models must be recognised beyond school gates.

Looking Ahead: Letting Go of Grades

The current grading system no longer reflects how students learn. With AI and assessment gaining ground, we have a chance to redesign learning around growth, not grades.

Imagine a future where:

• Success is measured by skills, not scores

• Feedback is meaningful, not final

• Learning embraces mistakes, not penalises them

The conversation has begun. Are we ready to rethink how we assess?

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Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.

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Author: Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field. View all posts by Dr Jake Madden