ERIC Number: ED056353
Record Type: RIE
Publication Date: 1971-Jul
Reference Count: 0
High and Low Classroom Norms as Performance Goals. Final Report.
Clifford, Margaret M.
The possible advantages and disadvantages of using local or national educational achievement norms as standards for classroom performance are weighed against the more common situation wherein students are involved in face-to-face competition with their classroom peers. This introductory discussion concludes that the motivational value of "average scores" as goals may be inversely related to: (1) the discrepancy between these scores and participants' abilities; and (2) the dissimilarity between those subjects used in establishing norms and those for whom those norms are used as criteria for performance. The experiment reported herein tries to control for these relationships as it examines the effects of using high and low norms as standards for 8 classes of 5th graders on a 10-day vocabulary task, where norms were said to have been established by similar 5th grade classes. Results show the use of norms to be ineffective in influencing performance. Further, the speculation is supported that social relevance and relative difficulty are 2 major factors which do influence the effectiveness of academic goals. (TL)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Iowa Univ., Iowa City.