4.2.1

Research on Giving Grades as Feedback

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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)

  • 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

  • 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

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

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.
Jump to other topics
1

‘C’ - How Can Knowledge be Effectively Condensed?

1.1

'C' - Condense

1.1.1The Basics of Condensing Knowledge
1.2

Strategies for Condensing

1.2.1Condensing the PowerPoint1.2.2The Four Cogs to Expert Explanations1.2.3Cornell Notes
2

'R' - How do we Generate Reflective Learners?

2.1

Research on Memory

2.1.1Semantic & Episodic Memory2.1.2The Importance of Spacing Learning
2.2

Timings for Reviewing Previously Learnt Material

2.2.1How Long and How Often to Review Material
2.3

Strategies for Generating Reflective Learners

2.3.1BUG Twist2.3.2Low-Stake Spaced Quizzing
3

‘A’ - Using Assessment as a Responsive Tool

3.1

Formative & Summative Assessments

3.1.1The Problem of Assessing 'On' or 'Off' Track3.1.2Summative vs Formative Evaluation
3.2

Determining Whether Learning has Taken Place

3.2.1Proxies for Learning
3.3

Strategies for Assessing Student Learning

3.3.1Hinge Questions3.3.2Exit Tickets
4

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

4.1

Giving Effective Feedback

4.1.1Creating an Effective Feedback Culture4.1.2Effectiveness of Feedback
4.2

Grades

4.2.1Research on Giving Grades as Feedback
4.3

Strategies for Providing Feedback

4.3.1The Language of Feedback4.3.2'In the Moment' Feedback

Practice questions on Research on Giving Grades as Feedback

Can you answer these? Complete these activities in the Seneca app to progress towards your certificate.

  1. 1
    What does the awarding of a grade usually signify? Multiple choice
  2. 2
    What did Butler and Nisan (1986) conclude about the awarding of a grade? True / false
Answer all questions on Research on Giving Grades as Feedback

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Effectiveness of Feedback

The Language of Feedback