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By analyzing the existing literature and researching the topic, we explore potentially harmful aspects of relying too heavily on grades to measure student achievement. This review highlights the potential limitations of academic research and provides insight into the need for a more holistic approach to education.

The grading system has become an integral part of the education system, providing a way to assess student learning outcomes and assess their abilities. However, there is growing concern about the adverse impact these systems may have on students' ability and creativity. The emphasis on grades often overshadows the development of critical thinking, problem-solving skills, and creativity. This review aims to delve deeper into this question, examines the downsides associated with the grading system, and emphasizes the need to prioritize inclusive education.

This assessment uses a critical analysis of existing literature and research to address the impact of the grading system on students' ability and creativity. Peer-reviewed articles, books, and reports from reputable educational institutions are considered to provide a comprehensive overview of the subject.

Discussions:

first. Intrinsic pressure and motivation:
Overemphasizing grades can lead to increased anxiety and stress in students. This can hinder their ability to discover creative solutions and stifle their motivation to learn just for the sake of their understanding (Deci & Ryan, 1985).

1. Academic focus:
   Focusing solely on grades ignores other important aspects of personal development, such as emotional intelligence, communication skills, and physical health. As a result, students may prioritize academic achievement over their overall development (Pellegrino, 2006). 3. Standardized Pricing Trends:
   Grading systems are often based on standardized assessments that may not accurately reflect a student's true ability or potential. This assessment bias can lead to the neglect of untapped talents and discourage students from pursuing unusual interests (Csikszentmihalyi, 1996).

2. The order of priority in learning is distorted:
   A heavy reliance on grades can lead to a short-term, results-oriented outlook where memorization and test performance take precedence over insight and critical thinking (Ben-Peretz). , 1990). Conclusion:

The evidence presented in this review provides insight into the potentially harmful effects of the grading system, including inhibiting creativity and underdeveloped critical thinking abilities. pupil. To address these concerns, educational institutions must adopt a more holistic approach that recognizes and supports the diversity of students' talents and abilities.

Authority to solve:

- Ben-Peretz, M. (1990). An educational perspective on assessment:
Beyond the ugliness of measurements. Pedagogical Assessment, 6(1), 1-27.
- Csikszentmihalyi, M. (1996). Creative:
Flow and psychology of discovery and invention. Harper Collins. - Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. spring.
- Pellegrino, J.W. (2006). Rethink and redesign curriculum, instruction, and assessment. Handbook of Educational Psychology, 601-633. are considered to provide a comprehensive overview of the subject.