Abstract

The paper Grades vs. Growth: The Role of AI in Shaping Educational Priorities examines how artificial intelligence (AI) is reshaping educational priorities by amplifying the long-standing tension between grades and genuine learning. The author argues that AI tools, such as ChatGPT, highlight systemic flaws in education, where performance metrics and grades are prioritized over skill development, intellectual engagement, and critical thinking. The paper critiques traditional assessment methods, showing how AI enables students to bypass deep learning while still meeting academic requirements. Drawing on education theorists like Alfie Kohn, John Dewey, and Carol Dweck, the discussion underscores the need for alternative assessment strategies that focus on competency-based learning, formative assessment, and higher-order thinking skills. The paper also explores the ethical and pedagogical challenges faculty face in integrating AI into their teaching while maintaining academic integrity. Ultimately, the paper advocates for a shift away from grades as the primary measure of success, calling for institutional support to develop assessments that reward the learning process rather than just the final product.