Research on Giving Grades as Feedback

Research on the Giving of Grades as Feedback

The awarding of a grade often suggests that the learning process has ended. This is why pupils are awarded a grade at the end of their GCSEs and A Level studies.

Butler and Nisan (1986)

Butler and Nisan (1986) conducted research to compare the effects of constructive feedback and grades.
They concluded that when pupils were awarded a grade, it:
- Resulted in depressed creativity.
- Fostered fear of failure.
- Weakened students’ interest.

Butler

Butler argued that when teachers provide pupils with information that focuses on themselves, the awarding of a grade, it merely promotes boosting their ego as pupils compare themselves in relation to the achievement of others.

Feedback intervention theory

The feedback intervention theory suggested by Kluger and DeNisii in 1996 highlighted that when pupils are provided with feedback, it should direct their attention to the details of the specific task and the next steps that would assist them in achieving the expected outcomes.

Practical advice about grades

We should look to design our learning sequences so that pupils are enriched with regular formative feedback that puts them back on the right track of their learning journey.
The grade merely takes them off in the wrong direction, akin to a road with a dead end.
Any use of grading or marks should be used infrequently and for internal teacher reference, to avoid the assumption that the learning journey has ended.

1‘C’ - How Can Knowledge be Effectively Condensed?

1.1'C' - Condense

1.1.1The Basics of Condensing Knowledge

1.2Strategies for Condensing

1.2.1Condensing the PowerPoint

1.2.2The Four Cogs to Expert Explanations

1.2.3Cornell Notes

2'R' - How do we Generate Reflective Learners?

2.1Research on Memory

2.1.1Semantic & Episodic Memory

2.1.2The Importance of Spacing Learning

2.2Timings for Reviewing Previously Learnt Material

2.2.1How Long and How Often to Review Material

2.3Strategies for Generating Reflective Learners

2.3.1BUG Twist

2.3.2Low-Stake Spaced Quizzing

3‘A’ - Using Assessment as a Responsive Tool

3.1Formative & Summative Assessments

3.1.1The Problem of Assessing 'On' or 'Off' Track

3.1.2Summative vs Formative Evaluation

3.2Determining Whether Learning has Taken Place

3.2.1Proxies for Learning

3.3Strategies for Assessing Student Learning

3.3.1Hinge Questions

3.3.2Exit Tickets

4'F' & 'T' - Precise Feedback to Feedforward

4.1Giving Effective Feedback

4.1.1Creating an Effective Feedback Culture

4.1.2Effectiveness of Feedback

4.2Grades

4.2.1Research on Giving Grades as Feedback

4.3Strategies for Providing Feedback

4.3.1The Language of Feedback

4.3.2'In the Moment' Feedback

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