Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-2-1-research-on-giving-grades-as-feedback [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: The CRAFT of Assessment - Seneca Certified Assessor](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor.md) › Research on Giving Grades as Feedback # Research on Giving Grades as Feedback CPD: The CRAFT of Assessment (by Michael Chiles), topic 4.2.1 ## 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)](https://image-v2.cdn.app.senecalearning.com/2020-04/d5bafff2-0dfe-4378-be2f-c98e1914d9c0/Untitled%20drawing.png) - 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](https://image-v2.cdn.app.senecalearning.com/2018-10/8addbc09-32a8-450d-93c7-171994577772/cup-podium-trophy-awards-ranking-.png) - 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](https://image-v2.cdn.app.senecalearning.com/2020-04/79a36c54-add3-4df9-b986-58435d59ae33/goals-.jpg) - 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](https://image-v2.cdn.app.senecalearning.com/2018-08/334c54bc-83be-4ec1-8cbe-7253540403d8/wood-road-journey-constant.png) - 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. ## Test yourself on Research on Giving Grades as Feedback - What does the awarding of a grade usually signify? - What did Butler and Nisan (1986) conclude about the awarding of a grade? [Practise this topic for free](https://app.senecalearning.com/classroom/course/0ca96d36-7b23-451b-bac3-a78ec368872f/section/2946c5f1-1db4-4c43-9d48-e2d8ca0f9717/session) - Previous topic: [4.1.2 Effectiveness of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback.md) - Next topic: [4.3.1 The Language of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-1-the-language-of-feedback.md) ## CPD: The CRAFT of Assessment (by Michael Chiles) contents ### 1 ‘C’ - How Can Knowledge be Effectively Condensed? - 1.1 'C' - Condense - [1.1.1 The Basics of Condensing Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-1-1-the-basics-of-condensing-knowledge.md) - 1.2 Strategies for Condensing - [1.2.1 Condensing the PowerPoint](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-1-condensing-the-powerpoint.md) - [1.2.2 The Four Cogs to Expert Explanations](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-2-the-four-cogs-to-expert-explanations.md) - [1.2.3 Cornell Notes](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/1-2-3-cornell-notes.md) ### 2 'R' - How do we Generate Reflective Learners? - 2.1 Research on Memory - [2.1.1 Semantic & Episodic Memory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-1-semantic-and-episodic-memory.md) - [2.1.2 The Importance of Spacing Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-1-2-the-importance-of-spacing-learning.md) - 2.2 Timings for Reviewing Previously Learnt Material - [2.2.1 How Long and How Often to Review Material](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-2-1-how-long-and-how-often-to-review-material.md) - 2.3 Strategies for Generating Reflective Learners - [2.3.1 BUG Twist](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-1-bug-twist.md) - [2.3.2 Low-Stake Spaced Quizzing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/2-3-2-low-stake-spaced-quizzing.md) ### 3 ‘A’ - Using Assessment as a Responsive Tool - 3.1 Formative & Summative Assessments - [3.1.1 The Problem of Assessing 'On' or 'Off' Track](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-1-the-problem-of-assessing-on-or-off-track.md) - [3.1.2 Summative vs Formative Evaluation](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-1-2-summative-vs-formative-evaluation.md) - 3.2 Determining Whether Learning has Taken Place - [3.2.1 Proxies for Learning](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-2-1-proxies-for-learning.md) - 3.3 Strategies for Assessing Student Learning - [3.3.1 Hinge Questions](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-1-hinge-questions.md) - [3.3.2 Exit Tickets](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/3-3-2-exit-tickets.md) ### 4 'F' & 'T' - Precise Feedback to Feedforward - 4.1 Giving Effective Feedback - [4.1.1 Creating an Effective Feedback Culture](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-1-creating-an-effective-feedback-culture.md) - [4.1.2 Effectiveness of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-1-2-effectiveness-of-feedback.md) - 4.2 Grades - [4.2.1 Research on Giving Grades as Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-2-1-research-on-giving-grades-as-feedback.md) - 4.3 Strategies for Providing Feedback - [4.3.1 The Language of Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-1-the-language-of-feedback.md) - [4.3.2 'In the Moment' Feedback](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-the-craft-of-assessment-seneca-certified-assessor/4-3-2-in-the-moment-feedback.md)