This is the question you might be asked during your academic studying or teacher experience. From my own observations, students usually tend to exaggerate greatly the importance of the marking. So, what are the reasons for this tendency? As a teacher and as a student I can state that the fear to lose a scholarship, the desire to meet the parents` expectations or the wish to be the absolute best in the competitive group are what can make our students get passionate about grading. However, that might be simply because of our misunderstanding towards the meaning and the functions of the received marks.
On the other hand, we should take into consideration the historical roots of this question. Obviously, Educational system in the Post-Soviet Time was aimed mostly on the received results. It means what to teach was the privileged issue rather than how to teach. As teachers concerned about the information and materials for teaching, students measured the quantity of their knowledge by the corresponding grading. However, nowadays the student is the consumer who is taught to learn independently and consciously.
Lewis and Loy`s investigation (2017) showed that the students` attitude towards grading and learning differs mainly by their grading practice on the disciplines. They pointed out that students appreciate the grading which is followed by fair and critical feedback, clear and consistent expectations from the instructor. Moreover, most students highlighted the importance of intellectual curiosity which can take place if there is appropriate classroom management, organized and thoughtful course. These findings confirm the significance of teacher contribution to students` understanding of the marking.
Are there any other factors that may influence the Kazakhstani students` perceptions on marks?
Lewis, C. S., Della Williams, B., Sohn, M. K., & Loy, T. C. (2017). The Myth of Entitlement: Students’ Perceptions of the Relationship Between Grading Practices and Learning at an Elite University. The Qualitative Report,22(11), 2997-3010. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss11/11