Assessment through marks is a long-standing feature of formal education, intended to measure achievement and guide progression. I largely agree that marks can encourage students to learn, because they provide clear goals and feedback, although their motivational effect is limited when used as the sole driver of learning.

First, marks motivate by clarifying expectations and rewarding effort. When criteria are transparent, students can align study strategies with outcomes, which increases persistence. For example, regular quizzes with grades often prompt consistent revision rather than last-minute cramming, leading to deeper understanding and improved academic discipline. This structured incentive is especially effective for younger learners who are still developing self-regulation.

However, critics argue that marks can undermine intrinsic motivation and promote superficial learning. This risk is real when assessment emphasises ranking over mastery, as students may rote-learn content to secure high scores. Nevertheless, when combined with formative feedback and varied tasks, grades signal progress without eclipsing curiosity, thereby sustaining engagement while maintaining academic standards.

In conclusion, marks do encourage learning to a considerable extent by setting targets and reinforcing effort. Their impact is strongest when assessments are well-designed and supplemented by feedback. Therefore, marks should be used as supportive tools within a broader educational approach, not as the only measure of student success.