Blood, Sweat, and Trivia: Faculty Ratings of Extra-Credit Opportunities

Abstract

Nornrrss. Honrrcks, and Stevenson (1989) found that faculty in higher edrrcatiirn hud mixed attitudes ~(rncernin~ the lac of extra credit. In this article, u~e present our study ofpsychology farulfy u~ho rated each rrf 39 extra-nedit ol~portunities on three dimensirm: their use rrf the item, its educutirm~ vulue, and the likelihard rhat all sttulents uould be able m armplete the oplmrtrcnit? (access). Appmximately 82% of respondents r~pmted usincextra nedit. Sipificunt positive correlution~ wne obruined between rated educatrrmul talue and use of extra nedit, as well as mtings for use and access. The pmentace of reportal use in our study sugesrs thut psycho lo^). faculry are likel? to rcse extra nedit.Alrhou~h opinions cuncerning the use of extra nedit varied dramu tic all^, ihc most communly used extra-nedit opportunities wne those rated to haw the highest edricational value.

Sensitivity Analysis of Extra Credit Assignments

“…The first theme covered two opposing faculty orientations toward ECAs across disciplines. Many studies covered debates about the appropriateness of the use of extra credit in post-secondary education [8,9] with two polarized perspectives concerning the use of extra credit among college-level faculty across disciplines [2,10]. Negative perceptions toward ECAs have been voiced in several studies [11].…”

“…Empathy for students, fondness to see students succeed, and a genuine desire to encourage better work ethic have been viewed as key characteristics of faculty supporting ECAs [15]. Although the ECA controversy has not diminished in academic circles, there has been a strong and salient evidence of the wide usage of ECAs in college classrooms since the 1980's [1,2]. The second theme included measurable and anecdotal learning outcomes attributed to ECAs.…”

“…Studies across disciplines documented ECA outcomes ranging from increased student engagement and attendance [16]; enhanced motivation, attendance, and exam preparation [17]; exposure to academic research [6]; enhanced problem solving and covering more curriculum [12]; increased subject matter knowledge, higher motivation, and improved perception of the instructor [7]; quality writing [12]; positive attitude and excitement for learning [19]; extending knowledge beyond the classroom [20]; and improved course exams and grades [4,21]. Significant positive correlations were found among rated ECAs educational value, usage, and access-the likelihood that all students would be able to complete the assignment [2]. Most studies involving ECAs, however, were based in psychology [3,18,22,23].…”

“…In post-secondary education, extra credit assignments (ECAs) are being used as a means to assist students to successfully complete a course [1,2]. In addition to regular course requirements, ECAs are optional assignments that students can complete in order to earn additional points toward their course grade [3].…”

Using Extra Credit to Facilitate Extra Learning in Students

“…Giving extra credit work to students is a hotly debated pedagogical issue [1,2,3,4,5,6]. Mostly, people in academia have a negative impression of extra credit work mainly because of poorly designed extra credit work or non-ethical use to solely improve student grades.…”