Table 1 Factorial validity and reliability

Social

1-Grades are often used as a measure of academic achievement and are heavily relied upon in education systems worldwide.

2-Grades provide a standardized way of assessing students’ performance and progress.

3-Grades can sometimes promote rote memorization and discourage critical thinking skills.

4-Grades can limit students’ ability to think creatively, problem-solve, and analyze information critically.

5-Grades often serve as a screening mechanism for employment and further educational opportunities.

6-Employers and educational institutions frequently use grades as a way to assess applicants’ abilities and qualifications.

7-Over-reliance on grades as the sole indicator of an individual’s potential results in overlooking other valuable skills and qualities such as critical thinking, creativity, and collaboration.

8-Individuals who excel in critical thinking but may not have top grades can be disadvantaged in the job market or educational admissions processes.

9-Good grades are often seen as indicators of competence, intelligence, and work ethic.

10-While grades serve certain purposes in education and employment systems, they should be complemented by fostering critical thinking skills.

11-High grades are often celebrated and associated with success, while low grades may be perceived as failure.

12-Individuals with excellent critical thinking abilities but lower grades may face barriers in accessing certain job opportunities.

Political

1-Grades, often influenced by standardized testing, can shape education policies and curriculum decisions.

2- The use of grades as a criterion for admission may contribute to social inequality.

3- When critical thinking is devalued in education and political discourse, the society becomes less informed and democratic.

4- Critical thinking is fundamental to active citizenship and civic engagement.

5- Overemphasis on grades alone can result in voter ignorance, apathy, and a decrease in civic engagement.

6- Public confidence in governments is undermined when critical thinking is lacking or grades are the only measure of knowledge.

Ethical

1- Ethical grading practices should be transparent, objective, and free from bias to ensure fairness and promote social justice.

2-Moral, ethical concerns arise as grades increasingly replace other motivators for students, such as intrinsic motivation, curiosity, and the joy of learning.

3-The pressure to achieve high grades can have detrimental effects on students’ mental health and well-being.

4-Excessive academic stress, anxiety, and competition can arise from the high stakes associated with grades.

5-Traditional grading systems often rely on standardized tests and assignments that may not effectively measure critical thinking abilities.

6-Grades can influence how students perceive themselves and how they are perceived by others.

7-Ethical implications arise when academic misconduct, such as cheating or plagiarism, undermines the integrity of the grading process.

8-There exists a pronounced fixation on grades within university education.

9-Students in higher education prioritize grades over knowledge acquisition.