By Ruth Kehinde- Digitial Editor
GPAs are calculated through various numbers from grades and weight on assignments, that are then divided by the number of credits from each of those classes. Although this is the way GPAs are formed, it seems to be the way of how students are able to apply each of those numbers in their favor to “play the game” of having all of those aspects add up to a score. So instead of measuring a student’s intelligence, it measures performance.
Since GPAs primarily are based upon a students’ skills and performance, the number of that GPA can be hindered depending on the amount of effort a student wants to put in. Just because someone decides to put effort into their work, doesn’t necessarily mean the effort is correlated with that student’s intelligence. This effort, in many cases, is only motivated to get a desired grade, not the knowledge because students see GPAs as a way to determine the rest of an individual’s life.
Any student can get great grades, yet striving for a specific number seems to be more important than the content that is paid for students to actually learn. Knowing how to “play the game” is then applied to this due to students only finding the necessary information to be applied in the assignments that are given to them. Although this pleases their GPA, it decreases the chances of students applying the course material into real-world situations, for it implies that what’s written on paper deems to be more important than what should be retained for a desired major.
A transcript can only show so much. What transcripts don’t show is: who the student actually is and how they’re able to perform under academic measures. Intelligence doesn’t come in a form of numbers; rather it comes from the actual portrayal of the person themselves.