The article critiques the current state of assessment in academia, arguing that it has evolved into an oppressive and excessive system that compromises educational integrity. It suggests that while the intention behind assessment is to enhance student learning and institutional goals, the practice has become overwhelming and burdensome. The author identifies three main problems: the noise of excessive data collection, the distortion of educational objectives, and the negative impact on student curiosity. Overall, it calls for a reevaluation of assessment practices in order to prioritize genuine learning and teaching objectives.
Contemporary assessment is morphing into a totalitarian and technocratic regime affecting all aspects of higher education, ultimately diminishing its educational purpose.
The desire to evaluate and improve student outcomes is commendable, but the practice of assessment has become excessively widespread, hindering genuine teaching.
Assessment can distort educational aims by limiting course goals to what can be quantified, often at the expense of deeper learning.
An overemphasis on assessment creates an environment that stifles student curiosity, moving education further away from its true purpose.
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