Normative grading compounded with socio-educational conditions in East Asian countries amplifies the effect competition beliefs have on learning outcomes. Competition beliefs may be especially influential in videoconference courses since some students feel reluctant to interrupt the instructor, avoid talking over others, or dominate the class…

This SoTL project explored sources of student anxiety and motivation across student assessment conditions of traditional numerical grading and pass/fail grading and sought to determine if pass/fail grading was helpful in lowering student anxiety while increasing student motivation to learn. Results indicated that students scored equally well on a…

In the fall of 2004, Benedict College--a Historically Black College in Columbia, SC--began enforcing a new grading policy called Success Equals Effort (SE[squared]). Under this policy, students taking freshman and sophomore level courses were assigned grades that explicitly rewarded not only content learning ("knowledge" grade) but also…

Study concludes that university students perform at higher levels when performance is contingent on extrinsic rewards, i. e., final examination grades, and that intrinsic student interests do not differ as a result of this contingency. Suggests relevant topics for future studies. (KC)

In a large general education class where students demonstrate their personal creativity, a self-grading system was used during one semester and a conventional teacher-evaluation system was used during the second semester. The purpose was to gauge whether the self-grading system was appropriate. Students adapted well to the procedures used, and…

Examines current grading procedures and expresses the desire that children succeed in school, not because of the threat of grades, but because they are interested and motivated.

Argues forcefully that the assignment of grades can have more deleterious than beneficial effects in education. The theme that grading should be abolished is developed by answering a series of commonly asked questions about evaluation of students. (JR)

Undergraduates completed one of two questionnaires that were identical except for the course grading system, pass-fail vs letter grades. The "overjustification hypothesis," which proposes that grades undermine high intrinsic interest but augment low interest in academic tasks, was partially supported. Questions concerning the classroom…

A review of research on college student motivation and its relationship to learning looks at popular views of motivation, extrinsic vs. intrinsic motivation, the effects of extrinsic rewards, similarities to learning orientation and grading orientation, evaluation methods, and the power structure in the classroom. (MSE)

An investigation was undertaken of end-of-course reactions of students who experienced varying numbers of test-taking failures during an introductory psychology course presented under two different formats: a mastery structure (multiple study/test options and absolute grading standards) and a conventional structure (one try on each midterm with…

Suggests the "create-a-game" examination technique as a supplemental or alternative evaluation method for a history of psychology course. Describes a take home test in which students design and construct games that incorporate a range of knowledge from the course material. Recommends playing the games in class as a course review. (DK)

An analysis of criticism leveled against student grading is presented, and a rebuttal is offered. Twenty-two criticisms of grades are divided into four categories; that grades are meaningless, unimportant, unnecessary, and harmful. In response to the criticism, it is pointed out that grading tends to motivate student achievement, provides rewards…

The instructor of a university organic chemistry course describes how he has incorporated ideas about student motivation and self-regulated learning into his instruction. Specific strategies for active and Socratic learning and instruction are outlined, from modeling and classroom interaction to use of instructional materials, testing, and…

This annual serial volume contains 22 articles offering practical pedagogical ideas from faculty at New Hampshire technical colleges. Section I, "Learners Conversing," includes "'Cheering': A Prelude to a Street Dweller," by Thomas Gorka; "Illusions of Fear: Unleashing My Writing," by Bruce Maville; and "Claremont's Writing Workshop," a transcript…

This document explores the United Kingdom's developing practice of recognizing adult students' achievement in ways that make flexible use of the learning outcomes methodology, provide a mix of accredited and non-credited work, and are sensitive to the ethos of adult learning. (That ethos is often characterized by adult students' desire for…