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Effects of Grading Policieson Student Motivation andAchievement

Effects of Grading Policieson Student Motivation andAchievement

By Elizabeth Hubbard,Kristin Bellamy-Crawford,Sarah Steinmetz, Phil

Fazioli, and Sarah Izatt

By Elizabeth Hubbard,Kristin Bellamy-Crawford,Sarah Steinmetz, Phil

Fazioli, and Sarah Izatt



Research Question:

Research Question:

� How do the structures of school-wide grading policies and processesimpact students· motivation andachievement in the middle and highschool grades?

� How do the structures of school-wide grading policies and processesimpact students· motivation andachievement in the middle and highschool grades?



History of Grading Systemsin the United StatesHistory of Grading Systemsin the United States� Pre 1800s-

± In 1785 Yale categorized students as Optimi, Second Optimi,Inferiores and Pejores (Reynolds et al., 2006). This relativeclassification was the first grading scale.

� 1800s- ± In 1813 Yale switched to a 1 through 4 numerical grading system.

Public schools adopted the methods used by universities during thecommon school movement of the 1800s. In the 1840s schoolsbegan giving out report cards. (Reynolds et al., 2006)

� 1912 ± A study by Starch and Elliot challenged the reliability of percentage

grades (Kirschenbaum, H. et al., 1971)� 1918

± Teachers favored the use of categorical grading (good, excellent,poor) or letter grading

� Pre 1800s- ± In 1785 Yale categorized students as Optimi, Second Optimi,

Inferiores and Pejores (Reynolds et al., 2006). This relativeclassification was the first grading scale.

� 1800s- ± In 1813 Yale switched to a 1 through 4 numerical grading system.

Public schools adopted the methods used by universities during thecommon school movement of the 1800s. In the 1840s schoolsbegan giving out report cards. (Reynolds et al., 2006)

� 1912 ± A study by Starch and Elliot challenged the reliability of percentage

grades (Kirschenbaum, H. et al., 1971)� 1918

± Teachers favored the use of categorical grading (good, excellent,poor) or letter grading



History Continued«History Continued«� 1930s-

± Curve grading or norm referenced grading is used in an effort to minimizethe subjectivity of scoring, also some schools advocate pass/fail or verbaldescriptions

� 1958- ± A study by Ellis Page investigated how grades and teachers¶ comments

affect student learning ± They found that students who received comments obtained a higher grade

on their subsequent test (Kirschenbaum, H. et al., 1971)� Present debates

± The effect of non-achievement factors, norm verses criterion referencedgrading, and how the purpose of grading affects students are some issuesthat are still relevant and unresolved today. (Reynolds et al., 2006)

� 1930s- ± Curve grading or norm referenced grading is used in an effort to minimize

the subjectivity of scoring, also some schools advocate pass/fail or verbaldescriptions

� 1958- ± A study by Ellis Page investigated how grades and teachers¶ comments

affect student learning ± They found that students who received comments obtained a higher grade

on their subsequent test (Kirschenbaum, H. et al., 1971)� Present debates

± The effect of non-achievement factors, norm verses criterion referencedgrading, and how the purpose of grading affects students are some issuesthat are still relevant and unresolved today. (Reynolds et al., 2006)



How are gradesdetermined or assigned?

How are gradesdetermined or assigned?

� Formative assessment� Summative assessment� Letter grading� Percentage Grading

± A benefit of these systems is that they are widely acceptedand understood in our society.

± A major limitation is that they convey little qualitativedetailed information specific to the student.

± Also they lack descriptive data about students · strengths andweaknesses.

� Formative assessment� Summative assessment� Letter grading� Percentage Grading

± A benefit of these systems is that they are widely acceptedand understood in our society.

± A major limitation is that they convey little qualitativedetailed information specific to the student.

± Also they lack descriptive data about students · strengths andweaknesses.



How are grades

determined or assigned?Continued«

How are grades

determined or assigned?Continued«

� Competency based grading ² A system of grading used in some high

schools which describes mastery oflearning objectives through use ofverbal descriptors

� Competency based grading ² A system of grading used in some high

schools which describes mastery oflearning objectives through use ofverbal descriptors



Performance, Process and ProgressNorth Hampton School·s Grading System

Performance, Process and ProgressNorth Hampton School·s Grading System

Teacher¶s and schools face a difficult challenge to assign grades that offer a fair and accurate picture of students¶ achievement and performance.

(Guskey, 2006, p. 671)

Performance- According to what is expected based on a developmental standard, rated 1-4. Thisgrade is the achievement measure.

Process-Based on students¶ work habits throughout the term, such as organization,preparation, resilience of learning. This is reported in descriptive codes.

Progress-Takes into account evidence of the student¶s growth over time. Letter grades areused to report progress.

This policy of reporting separate grades to achieve a more precise andtruthful representation of student work.

(Information based on an interview with the Principal of North Hampton School)

Teacher¶s and schools face a difficult challenge to assign grades that offer a fair and accurate picture of students¶ achievement and performance.

(Guskey, 2006, p. 671)

Performance- According to what is expected based on a developmental standard, rated 1-4. Thisgrade is the achievement measure.

Process-Based on students¶ work habits throughout the term, such as organization,preparation, resilience of learning. This is reported in descriptive codes.

Progress-Takes into account evidence of the student¶s growth over time. Letter grades areused to report progress.

This policy of reporting separate grades to achieve a more precise andtruthful representation of student work.

(Information based on an interview with the Principal of North Hampton School)



How does NHS·s policyaffect students?

How does NHS·s policyaffect students?

� Students take more ownership of their work byexamining their own learning as a continual processthrough student assessments, student ledconferences and digital portfolios.

� Students aren·t motivated by extrinsic rewards or punishments such as honor roll or sports probation

because these do not exist within this system.

� They are more intrinsically motivated by becomingfamiliar with their own strengths and weaknesseswhich helps them build skills applicable to the real

world.

� Students take more ownership of their work byexamining their own learning as a continual processthrough student assessments, student ledconferences and digital portfolios.

� Students aren·t motivated by extrinsic rewards or punishments such as honor roll or sports probation

because these do not exist within this system.

� They are more intrinsically motivated by becomingfamiliar with their own strengths and weaknesseswhich helps them build skills applicable to the real

world.



How do a Student·s Final Grades

Affect Grade Promotion andR etention?

How do a Student·s Final Grades

Affect Grade Promotion andR etention?R etained students are those who do not meetacademic standards for their grade level, themeasurement of which is often based onstandardized tests.

� At NHS, students are not retained in grades,but they are held accountable for poor process grades, and are required to make upmissed work. Within a grade, there arestudents of varying academic levels workingon the same topic.

R etained students are those who do not meetacademic standards for their grade level, themeasurement of which is often based onstandardized tests.

� At NHS, students are not retained in grades,but they are held accountable for poor process grades, and are required to make upmissed work. Within a grade, there arestudents of varying academic levels workingon the same topic.



How does Grade RetentionAffect Students· Motivation?How does Grade Retention

Affect Students· Motivation?� Those in opposition to the practice assert that

grade retention has negative emotional

effects for children, by labeling them´failuresµ and separating them from friendstheir own age, both of which can negativelyaffect a student·s motivation.

� Anderson et. al writes, ´retained studentsexperience lower self-esteem and lower ratesof school attendanceµ (´Grade R etention:achievement and mental outcomes,µ p. 2),and these factors can lead to a student·sfalling further behind.

� Those in opposition to the practice assert thatgrade retention has negative emotional

effects for children, by labeling them´failuresµ and separating them from friendstheir own age, both of which can negativelyaffect a student·s motivation.

� Anderson et. al writes, ´retained studentsexperience lower self-esteem and lower ratesof school attendanceµ (´Grade R etention:achievement and mental outcomes,µ p. 2),and these factors can lead to a student·sfalling further behind.



How does Grade RetentionAffect Students· Motivation?How does Grade Retention

Affect Students· Motivation?� Alexander et. al writes, ´repeating a grade is

associated with improved, not impaired, views

of self and schoolµ ( On the Success of Failure2003, p. 223), and that since repeating agrade and going through the curriculum asecond time gives students an academicboost, as shown through test scores andgrades, it makes sense that students·motivation would be given a boost, too.

� Alexander et. al writes, ´repeating a grade isassociated with improved, not impaired, views

of self and schoolµ ( On the Success of Failure2003, p. 223), and that since repeating agrade and going through the curriculum asecond time gives students an academicboost, as shown through test scores andgrades, it makes sense that students·motivation would be given a boost, too.



Oyster

River School District

Oyster

River School District

� High School Principal� Middle School Teacher � High School Principal� Middle School Teacher



O yster R iver High School -Principal

O yster R iver High School -Principal� School moved from an 8 point scale

to a 10 point scale.� Teacher adjustments.� Student adjustments?� Weighted vs. un-weighted GPAs.� Bell curve.

� School moved from an 8 point scaleto a 10 point scale.

� Teacher adjustments.� Student adjustments?� Weighted vs. un-weighted GPAs.� Bell curve.



O yster R iver Middle School -Teacher

O yster R iver Middle School -Teacher � Trying to use different assessment

types.� Edline system.� Honor roll.� Better teaching doesn·t always

result in a good grade.

� Trying to use different assessmenttypes.

� Edline system.� Honor roll.� Better teaching doesn·t always

result in a good grade.



´ O ne kid gets a B-

everyone else gets an A.How do you say the B- is a

good grade?µ - J.S.

´ O ne kid gets a B-

everyone else gets an A.How do you say the B- is a

good grade?µ - J.S.



How are Grades Reportedto Students and Parents?

How are Grades Reportedto Students and Parents?Report cards (varying kinds)

� Progress reportsO nline (PowerSchool)

� Calls to home

� Emails� conferences

Report cards (varying kinds)� Progress reports

O nline (PowerSchool)� Calls to home

� Emails� conferences



How are grades accessed or monitored by parents online?How are grades accessed or monitored by parents online?

PowerSchool is a website where teachers

report students· grades, and they appear online just as they are recorded in their record books.

� Students and parents are provided with logininformation, and can access the student·sgrades at any time.

� Teachers update the grades in PowerSchoolat their leisure, so students can track their progress online.

PowerSchool is a website where teachers

report students· grades, and they appear online just as they are recorded in their record books.

� Students and parents are provided with logininformation, and can access the student·sgrades at any time.

� Teachers update the grades in PowerSchoolat their leisure, so students can track their progress online.



PowerSchool in Merrimack High School


� In a survey asking graduates of Merrimack High School about their experiences with

PowerSchool: ² The majority of students accessed P.S. ´a few

times per monthµ in the first year during their education that it was available.

² The majority of their parents ́ neverµ accessedP.S. in the first year it was available. ² These trends carried to the final year of students·

experience with PowerSchool.

� In a survey asking graduates of Merrimack High School about their experiences with

PowerSchool: ² The majority of students accessed P.S. ´a few

times per monthµ in the first year during their education that it was available.

² The majority of their parents ́ neverµ accessedP.S. in the first year it was available. ² These trends carried to the final year of students·

experience with PowerSchool.





� To the question ´to what degree do youbelieve having your grades available

online motivated you to improve or maintain your grades?µ they answered: ² 16% - a WH O LE LO T ² 37% - a lot ² 35% - a little bit ² 12% - not at all

� 67% report that P.S. had a positive impacton their academic performance, while18% report it affected them negatively.

� To the question ´to what degree do youbelieve having your grades available

online motivated you to improve or maintain your grades?µ they answered: ² 16% - a WH O LE LO T ² 37% - a lot ² 35% - a little bit ² 12% - not at all

� 67% report that P.S. had a positive impacton their academic performance, while18% report it affected them negatively.



How Do Student Grades Affect

their Admissions into Colleges?

How Do Student Grades Affect

their Admissions into Colleges?� In an interview with a staff member in the

admissions office of the University of New

Hampshire: ² He rated applicants· high school grades as being of the

utmost importance ² ´ O ur reason for emphasizing grades from the high

school years«is based on«research that says thatgrades from high school are the most predictive of whois going to do well in their first year of college.µ

� UNH and many colleges consider progress in theapplication system?

� In an interview with a staff member in theadmissions office of the University of New

Hampshire: ² He rated applicants· high school grades as being of the

utmost importance ² ´ O ur reason for emphasizing grades from the high

school years«is based on«research that says thatgrades from high school are the most predictive of whois going to do well in their first year of college.µ

� UNH and many colleges consider progress in theapplication system?



Can a School be SuccessfulWithout Grades?

Can a School be SuccessfulWithout Grades?

� ´Schools can be run without grades ifadequate feedback is provided. A studentneeds to know where they are comparedto where they should be« The purpose is for each learner to understand themselves.µ

² Principal of North Hampton School

� Principal of O yster R iver High School agreedthat schools can be run without grades.

� ´Schools can be run without grades ifadequate feedback is provided. A studentneeds to know where they are comparedto where they should be« The purpose is for each learner to understand themselves.µ

² Principal of North Hampton School

� Principal of O yster R iver High School agreedthat schools can be run without grades.



ConclusionsConclusions� Grades are very, very important, and follow a

student through their school career, even intocollege.

� Grades are the biggest motivator for students,because they are considered so important,and so representative of a student·sperformance.

� There is a trend toward alternative gradingsystems and policies: traditional gradingshould be questioned, and can be changed.The debate about the best way to grade isongoing.

� Grades are very, very important, and follow astudent through their school career, even intocollege.

� Grades are the biggest motivator for students,because they are considered so important,and so representative of a student·sperformance.

� There is a trend toward alternative gradingsystems and policies: traditional gradingshould be questioned, and can be changed.The debate about the best way to grade isongoing.



Student perspectivesStudent p erspectives

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