We’ve all been graded on our work for what seems like
forever. But are grades hindering our ability to think creatively? Recently, the
argument has been made that they are.
According to a 2002 study done at the University of
Michigan, 80% of the students surveyed based their self-worth on academic
performance. On top of this, students said that they were less willing to take
on challenging tasks when there were grades involved, for fear of receiving a
poor grade. Students who get good grades are regarded as intelligent, even
though some of the brightest kids don’t necessarily get the best grades.
Because of these fears and the pressure to get good grades,
students are unwilling to be creative. Creativity is stifled by harsh
guidelines and rubrics. Rather than feeling comfortable stepping out of the
box, students feel stifled and stuck.
All of this has to do with intrinsic versus extrinsic
motivation. Studies, including the ones mentioned by Collins and Amabile in the
article “Motivation and Creativity,” have found just how important intrinsic
motivation is to creativity. Grades create extrinsic motivation, with students
working primarily to meet certain requirements and, ultimately, to earn a good
grade. However, studies on creativity have shown that high levels of intrinsic
motivation, combined with relatively low levels of extrinsic motivation, can
help people be less susceptible to pressures to perform, so they are able to
perform more creatively. When high levels of extrinsic motivators are present,
people lose the desire to be more creative and explore different possibilities.
Intrinsic/extrinsic motivators can also transfer to the
workplace. It is argued that management often stifles creativity because they
focus too much on extrinsic motivators, rather than looking on what individuals
need in order to perform creatively and become innovators. If managers focus
too much on things like goals and evaluations, it can add too much bad pressure
on employees, and discourage creative thinking.
Overall, it is possible that grades hinder our ability to
think creatively. When assignments have very stringent guidelines, it is
difficult to think outside the box, so to speak. This can transfer into the
workplace, with too many extrinsic motivators limiting our ability to innovate
and come up with creative solutions to problems.
Sources:
http://themycenaean.org/2013/05/do-grades-crush-creativity/
http://www.slate.com/articles/double_x/doublex/2013/05/the_case_against_grades_they_lower_self_esteem_discourage_creativity_and.single.html
https://www.usnews.com/opinion/articles/2014/03/17/how-common-core-standards-kill-creative-teaching
https://hbr.org/2012/04/balancing-the-four-factors-tha-1
Collins, M.A., & Amabile, T.M. (1999). Motivation and creativity. In Robert J. Sternberg (Ed.) Handbook of Creativity. New York: Cambridge University Press.