ERIC Number: EJ1078160
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 47
Does Grading Encourage Participation? Evidence & Implications
Paff, Lolita A.
College Teaching, v63 n4 p135-145 2015
Research on the effects of grading on participation behavior is mixed. This study adds to the literature by analyzing the motivational effects of a policy that incorporates student self-assessment, flexible course weighting of the participation grade, and an expanded definition of participation. The results suggest that in some classes, more than half the students categorize themselves as limited- or non-participants, who respond marginally or not at all to participation grading. The findings indicate grading impacted the participation behavior of only 30% of the students surveyed, despite a large majority reporting that the policy was clear and fair. The study's implications and recommendations for policy and practice are provided.
Descriptors: Grading, Student Participation, Self Evaluation (Individuals), Weighted Scores, Student Surveys, Student Behavior, Student Motivation, Evaluation Criteria, Microeconomics, Accounting, Pretests Posttests, Likert Scales, Classroom Techniques, Incidence, Attribution Theory, Student Attitudes, Learner Engagement, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania