Can Offering More Grade Control Improve Middle School Students' Motivation?

Autor/inn/en	Morris, Sarah R.; Barton, Alison L.
Titel	Can Offering More Grade Control Improve Middle School Students' Motivation?
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95 (2022) 3, S.128-135 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Sarah R.) ORCID (Barton, Alison L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2022.2051416
Schlagwörter	Grading; Middle School Students; Student Motivation; Personal Autonomy; Comparative Analysis; Low Income Students; Grade 8; Student Interests; Self Efficacy; Stress Variables; Mathematics Education; Teaching Methods; Mathematics Achievement; Intervention; Mastery Learning; Self Determination; Measures (Individuals); Student Attitudes + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulische Motivation; Individuelle Autonomie; School year 08; 8. Schuljahr; Schuljahr 08; Studieninteresse; Self-efficacy; Selbstwirksamkeit; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstbestimmung; Messdaten; Schülerverhalten
Abstract	Students' academic motivation decreases in middle grades; specifications grading (SG) may be one way to boost students' motivation by offering greater agency. In this mixed-methods, quasi-experimental study, we compared SG with traditional grading methods among 69 low-income, 8th grade math students. Results indicate that students in SG classes have greater anticipation of success, greater interest, and trended toward a greater sense of self-efficacy than those in traditionally graded classes. Qualitative remarks from SG participants indicate a greater sense of control and decreased stress in math, as well as an emphasis on learning over performance. Although further research is needed, our results offer instructional implications regarding ways to offer students more control through grading systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01