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ERIC Number: ED076309
Record Type: RIE
Publication Date: 1971
Pages: 213
Abstractor: N/A
Reference Count: N/A
A Study of the Effects of Two Evaluation/Reward Grading Systems on Cognition Performance in College Biology.
Howell, Dillon Lee
Qualitative and quantitative differences in cognitive performance resulting from two different evaluation and reward grading systems were studied among 88 students enrolled in a one-semester "Biological Concepts" course with content from the field of ecology. Students were randomly divided into the experimental and the control groups. One group was assigned to work in teams of four individuals whose grades were partially dependent upon the teammate performance, whereas students in the other group worked as autonomous individuals. Systems approach performance objectives were used to test student achievement at the cognitive levels of knowledge, comprehension, application, and analysis, or a composite of these four levels. Statistical analyses showed the absence of significant differences between the two groups. Independent learners were likely to spend more time in their work, and most students considered evaluation and grading of students as intradependent team members an unfair practice. Since cooperative interaction has been assumed to represent an evolutionary step beyond competition, the author concluded that the present evaluation schemes provided insufficient incentive to induce students to persist in productive team effort. (Author/CC)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-10,619 MF-$4.00 Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Missouri - Columbia