IndexAbstractBackgroundAreas of researchHypothesisMethodologyPresentation and analysis of dataSynthesis of research findingsConclusionList of referencesAbstractThe main focus of my research project was grades whether or not they justified student knowledge . If not there is what is the reason and how does it affect a student. This study examined the correlation between students' intelligence and college grades, when they get bad grades, what the impact is, and why they feel frustrated and unmotivated. Most people believe that grades cannot associate students' knowledge, that's why there should be less concern about the grade found. You need to focus on learning and acquiring actual knowledge. The study reveals that success comes from self-awareness, which includes a sense of self-worth and the ability to read one's emotions, self-management, which includes initiative, control of disruptive emotions, and social awareness. Practical work can make your life easier and success will come. Where grades or CGPA don't matter. Yet some people believe that good grades are a worthwhile goal to achieve, in addition to the grades you need to know well in a course and it is important to work hard to gain real motivation. Without a doubt, the grade is the measurement tool for every student, regardless of the assignment to be evaluated. There are many measurement tools for every single action, such as speed, temperature, weight, happiness, pain and many more. These tools show us the level of our knowledge and experience to perform any job in the practical operational field or any interaction. While it doesn't show a 100% real scenario, it helps us anticipate it as closely as possible. My research thoroughly explains the purpose of the study and its outcome in establishing rank in the field of education. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Grades refer to a particular level of grade, quality, proficiency, intensity, or value. It was basically the yardstick to measure a student's potential. But the purpose of education should always be to acquire knowledge and not just to memorize and get good grades. But the prevailing education and social structure of our society is such that a student is considered based on the grade he or she gets, not based on the potential he or she has. His merits, creative thinking and innovation are often not valued as they are not always provided in the form of CGPA. This discourages using a person's potential and gives them the mentality of simply chasing a good grade rather than actually learning. Furthermore, the current education system does not address the variation in needs and abilities of students. They follow a certain fixed method in evaluating a student. But it was human nature that there were differences between everyone and that their abilities varied from each other. This means that standardized education methods will not serve the entire population, rather they will be an example of poor assessment procedures. Generally everyone like me was motivated when they got a good or expected grade in my exam or periodic evaluation. But sometimes he asked me if I really deserve the same degree of knowledge that I received. It undoubtedly made me happy and encouraged me to continue like this for the rest of my study period and directly forced me to be serious in every interaction of my life. (Banks, 2019) At the same time, Grade provides solid and reliable information that a student needs to focus onspecific tasks, topics and programs to give special and undivided attention to that particular problem that needs to be developed. Sometimes it does not reflect the real scenario when students get help for unethical issues which are not allowed in the education code at all. It was imperative to mention that the comments of Albert Einstein, one of the most intelligent men who ever lived, did very poorly in school, but some of the brightest minds where dropping out of college. The grade should not be taken into account as a plus point for to judge something special or extra ordinary. (Anon., 2019) Different assessment policies between public and private educational institutions have been found to have a negative impact on the practical field of their respective student life. Resulting in greater frustration, uncertainty in achieving one's goal and future destination. In most cases this level of education is not taken into consideration in the case of recruitment policies established by the individual company or organization. They follow their established guidelines and formulas which do not support the so-called vote to achieve its goal. It is a fact that to get a good and expected job you need to have a good CGPA as nowadays it has become practice to reduce the number of candidates while for a particular job hundreds of candidates apply for a single post. Therefore recruitment agencies have no other alternative to reduce the number of candidates other than CGPA. Here they should consider more practical experience related to the job they are seeking for their organization. The combination of CGPA, experience and interest is essential to justify an actual or potential candidate for the position. Extra curricular activities, social responsibility and practical operational field must be taken into consideration for a decent entry level job, regardless of small or large scale organization. (Scott, 2019) Grades do not always demonstrate the real level of knowledge since students do not pay much attention to other relevant issues that are very related to their life, but they usually focus more on grade rather than knowledge. At the same time, it absolutely depends on the respective teacher how he or she enables the student to deal with the competitive life of reality. Traditionally, grades consider that he/she is a good student as many educational institutes give full attention to other matters apart from usual studying. Grades can have a negative impact on the student, when they have demonstrated that they are not knowledgeable or their CGPA does not support their level of knowledge supported by the certificate. This affects the mental and emotional aspect. Here we need to pay due attention to other issues related to their Grade than the policy and procedure to establish a single formula for judging the knowledge of students. (Students, 2019)After all, grades cannot measure a student. During student life grades matter and you should work hard and try to get better grades, but your identity is not found in future grades. It is rather found in real life, how you handle any job, how you implement your job, what skills you have. you have and how you manage it. (Odyssey, 2019) Context Assessment is an integral part of a student's life. Grades or results are the main indicators of evaluating a student's academic performance. There is no single and uniform assessment system followed in the world as completely different levels and institutes of education use different assessment methods. We can also see this distinction within institutions in Bangladesh. There are several systemsstandards and CGPA for faculties and universities in Bangladesh. We have a tendency to follow the thematic marking system with 5.0 marks at SSC and HSC levels and a 4.0 marking point at undergraduate level. The University Grants Commission of Bangladesh has approved a theme for universities. Where A+ is the highest grade, relating to an accuracy of 80% or better, B+ is 65-69, and so on. An F grade is given for acting with an accuracy of 40% or less. On the other hand, A is the highest grade at the Institute of Business Administration (IBA) while A+ is the highest grade used by the University of Dhaka. UGC was the same grading scheme for universities. Most private universities observe a completely different evaluation system from UGC. I know of four private universities that follow a system where the grade is four for each letter grade, A and A+ grades. A+ letter grade is for 97-100, letter grade is for 90-96. Assessment problems still face educators, but nowadays we always know in advance the complexities involved and how certain tests will affect teaching and learning. . Before questioning the issue of adopting a consistent grading system, perhaps it is vital for the North American country to understand what grades really mean and which practices produce students and encourage learning. Although student assessment has been a component of teaching and learning for hundreds of years grading may be a relatively recent development. Students challenged, usually orally, what they had learned, giving academics a transparent indication that the topics required a lot of work or instruction. American University initially used numerical scales in 1813 and used a scale of four used in universities today. It was in 1897 at Mount Holyoke School that letter grades tied to a numerical or stock scale were first used. The school assigned students in percentages 95-100 grade A, 85-94 grade B, 76-84 grade C. The lowest grade, 75, was D and something below 75 associated grade E, which indicated a negative grade . The F grade was not used. But this method was the beginning of the relatively common vows we see today. At most private universities, letter grades also indicate the target scale: A for 4.0, B for 3.0, C for 2.0, and D for 1.0. . Currently, a number of evaluation systems are being followed in the American education system. The choice of which assessment system to use may be a matter for the separable school or educational institution alone. Each letter grade generalizes a specific grade variation. The C with 70-75 and D with 60-65 grades charged by non-public universities appear to be high. If non-public universities reward students with percentages of 65-70 rather than 70-75 for Cs and 55-60 for Ds, this distribution of grades may provide additional students with the opportunity to earn higher grades. Through this research work I would like to identify and highlight the effects of the standardized assessment method in the lives of students. I would like to use research findings and findings to address these issues prevalent in society and educational structure. Finally, grades must be a useful education in the best way and also in the mindset of the students. Areas of Research In my research I decided to carefully examine and I will try to understand the effect of evaluation, how they are motivated, what is their negative effect evaluating the way they judge. Researching the above topic, I decided to ask the following key questions: Do you feel motivated when you get good grades? Do you think the votesprovide reliable information about a student's intelligence? Do you think the differences in grading policies between different public and private universities are having a negative effect on students? How important do you think a good CGPA is to get a decent entry level job? Do good grades say you're a good student? Hypothesis In my research I expect to find that grades cannot be the only measure of understanding a student's potential or abilities. Furthermore, it is observed and believed that grading policies have a great effect on the grades received by students and that unbalanced grading policies in different educational institutions make students more frustrated and also breaks their self-esteem level. I also expect to find from my research that the grading system only measures a student's most recent level of mastery of the course materials and does not measure any additional aptitude outside of the course structure. Students' academic performance in terms of grade or score occupies the largest area in the The result sheet/report card and the preparation of grade in the result sheet/report card are the work of teachers. So the clear understanding of the grading policy of students' scores by many teachers is still questionable, and their appropriate grading is also a topic of debate. I will simply demonstrate these hypotheses through my research investigation and try to understand the reason behind such perceptions on the part of the interviewed populations. Methodology For my primary research, I will conduct a survey of a reprehensible sample of the general student body in the university and interview them about the impact of the good or bad grade experienced in the previous semester and find out what significant opinion I gather. To this end, will I design a questionnaire with different types of questions to obtain a set of useful data that will help me answer my research questions? I will try to interview some teachers to get a more in-depth understanding of the issue. To this end, I prepared a questionnaire with different types of closed-ended questions in order to obtain a variety of useful data that could help me find answers to my research questions. Additionally, I conducted my survey via an online survey system (Google form). For my secondary research, I plan to use library research and also consult some books, journals and make some evaluation observations. I will also plan to browse the internet and use a standard search engine like Goggle to get to the latest level of search. Data Presentation and Analysis In order to collect and collect sufficient data, grade information justifying student knowledge and its influence on a student. I conducted a survey questioning different aspects related to my topic. I conducted the survey among different university students like (NSU, BRAC and EWU) where 33 were male and 24 were female out of 57 of the total sample population. Most of the people I interviewed have a CGPA value of 2.00-3.00, which is 60%. There were also 32.70% of the population that fell into the above 3.00 category. I was expecting more responses from the More Than 3.00 category but unfortunately there wasn't much response as per my expectations. In my first research question, I asked survey participants whether or not getting good grades would motivate them. The responses were as expected, 78.90% of the total sample population agreed with yes, it motivates me to study more. 12.3% disagree with No, I don't care about grades. The rest of the 8.8% states that it is not always possible, even if easily, to obtain an A by cheating or plagiarizing,he doesn't feel motivated. This scenario clearly indicates that motivation comes from studying harder and gaining knowledge after getting good grades. So my question was: do grades provide reliable information about the student's intelligence. 42.10% of the sample population says no, not at all. Albert Einstein one of the smartest men who ever had a very bad time at school. Some of the brightest minds had dropped out of college. Furthermore, 33.30% say that in some courses grades can determine a person's intelligence. Another 14 people also said that yes/CGPA grades are the most reliable parameter to determine a person's intelligence. The next question is designed to believe that the difference in grading policies between different public and private universities is having a negative effect on students. Most of the survey participants said that yes, students from universities with stricter grading policies always complain and feel demotivated especially when they get low grades while their peers from other universities with more lenient grading systems finish to get better grades. Apart from that, around 8 people said that a stricter grading policy has an impact on student career. Then I asked the respondents of my survey and their perception on good CGPA issues to get a decent entry level job. Contrasting opinions have been found against this question. However, 33.30% of people think that one should have both experience and good CGPA to get a good job and 28.10% said that there are many other variables needed to get a good entry level job including the candidate's level of confidence, the way they carry themselves, the candidates' extra curricular activities, voluntary work, the candidates' skills, etc. Around 13 people say that a good CGPA is a must to get a decent job. Only 9 people say experience matters more than CGPA experience. After asking an opinion-based question, I wanted to know from my survey population what grades can justify a student's knowledge. The result of the survey shows that half of the people believe that grades cannot do justice to students' knowledge. 26.30% said that it depends on the teacher whether he prefers bookish knowledge, creativity or practical knowledge. Few people said that grades show whether you have gained knowledge or not. The last population-focused question on my survey was a good grade, does it say you're a good student? 56.10% of people say no because grades can be achieved in many other ways besides studying. About 28.10% said yes to some extent because hard work compares. Basically, good grades don't just come from studying. It is a combination of hard work, techniques and understanding basic knowledge. Summary of the research results The data collected and the related statistics are congruent with the hypothesis expressed at the beginning of the article. The study reveals that most students get motivated when they get better grades and it frustrates them when they get low grades. There is therefore a strong relationship between grades and student performance. The maximum number of respondents of this research study agree that grading policies have a significant impact on the grades received by students. Furthermore, students believe that different assessment policies in different institutions create negative perceptions among students. Students at institutions that follow very strict grading policies think that they will get less priority from the market