Do you know of research on this subject?
I think this topic should be amenable to well controlled research. Since it’s only a matter of presentation the method of conveying grades could be varied randomly without changing other factors in instruction. The method of relaying grades could even be varied from student to student within the same class provided the instructors schedule was adjusted to compensate for the additional overhead of using multiple grading systems.
Loss can be very painful (Kanamen). Under a system where students start with an A and most students end with a lower grade, many students may become jaded and give up on achieving a grade higher than what they know they can achieve in advance.
If students stated with a 0%, then everyone would experience gains.
This method could greatly change the perspective towards and of period exams. Such exams would always raise the students grade. And students could truly come to see final exams as celebrations of knowledge.
Note: I think an achievement based system, as popular in many gaming communities, may be more advantageous (motivational and indicative of achievement) than grading. Yet grading is mandatory in most official learning environments. As such, research in this topic may be highly relevant for contemporary education.
References:
D. Kanamen, Thinking Fast and Slow
This would be interesting research, Soren. I look forward to hearing from others who may know of existing research.
Meanwhile, I will share one of my practices when addressing students. I am careful to use language like "More points could have been earned if..." rather than "points were lost for not..."
I will follow the question,
Barb
Thank you for responding. Please let me know if you or someone you know researches this topic. If I get administrative approval, I will endeavor to research this topic directly.
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