College students’ categorical perceptions of grades: it’s simply ‘good’ vs. ‘bad’

Boatright‐Horowitz, Su L.; Arruda, Chris

doi:10.1080/02602938.2011.618877

Cited by 11 publications

(2 citation statements)

References 17 publications

(18 reference statements)

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“…There is much evidence that grades affect students’ choices of courses (Sabot and Wakeman‐Linn 1991; Matos‐Díaz 2012). In the first place, grades affect a student's subjective feelings of academic accomplishment (Boatright‐Horowitz and Arruda 2013). Students select courses with better grades to lower their study time (Babcock 2010).…”

Section: Literaturementioning

confidence: 99%

Electives Shopping, Grading Policies and Grading Competition

Gregor

2020

Economica

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This paper analyses grading competition between instructors of elective courses when students shop for high course scores, the instructors maximize class size, and the school imposes a ceiling on mean course scores to limit grade inflation. We demonstrate that curriculum flexibility (more listed courses or fewer required courses) intensifies the competition: in particular, top scores increase. To tame incentives to provide large scores, we suppose that the school additionally introduces a top‐score grading policy. We consider three regimes. First, the school caps top scores. Then grading competition segregates students into a concentrated group of achievers and a dispersed group of laggards. This effect extends to constraints on scores at lower quantiles. Second, the school normalizes the range of scores by adjusting the mean‐score ceiling. On normalization, scores of a less flexible curriculum first‐order stochastically dominate scores of a more flexible curriculum. Hence all students prefer rigid curricula. Third, the school requires that the mean score is evaluated for enrolled students instead of a representative sample of students. Then the instructors stop competing for students, which introduces assortative inefficiencies. Overall, we show that addressing grade inflation through grading policies may generate inequalities, rigidities and inefficiencies.

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Section: Literaturementioning

confidence: 99%

Electives Shopping, Grading Policies and Grading Competition

Gregor

2020

Economica

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“…Even studies that considered student perceptions of their grades (e.g., [8]) neglect a more holistic view of the grades' roles in motivating students to greater passion for engineering or higher academic achievement.…”

Section: Literaturementioning

confidence: 99%

A Preliminary Exploration of Student Attitudes about a Continuous Grade Point Average Scheme

Chan¹,

Berger²

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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is a undergraduate student in Purdue University currently pursuing his Bachelors in Mechanical Engineering and will be graduating in Spring 2019. Beyond academic courses he is engaged with, he also pursues research in the areas of Color Changing Metamaterials and Engineering Education. Coming from the Singapore, a country with high educational rigor, the latter area of research has been an interest and passion of his since high school as he always seeks new ways to the improve the education system in order to maintain students' passion and interest towards areas of study.Apart from academic and industrial pursuits, Wan Kyn also has a passion for Fine Arts and Design which has allowed him to gain a diverse range of experiences that have influenced him to develop creative and out-of-the-box solutions to problems beyond engineering. He has also been in numerous local and international exhibition displaying his artworks that seek to bring together art and engineering to create a harmonious hybrid.

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Assessment policies and academic performance within a single course: the role of motivation and self-regulation

Kickert

Meeuwisse

Stegers‐Jager

et al. 2019

Assessment & Evaluation in Higher Education

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Despite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an assessment policy with relatively higher stakes, a higher performance standard and a lower resit standard, compared with Psychology students. Results show similar initial performance, but more use of resits and higher final performance (post-resit) under the ECS policy compared with the psychology policy. In terms of motivation and self-regulation, under the ECS policy significantly higher minimum grade goals, performance self-efficacy, task value, time and study environment management, and test anxiety were observed, but there were no significant differences in aimed grade goals, academic self-efficacy and effort regulation. The relations of motivational and selfregulatory factors with academic performance were similar between both assessment policies. Thus, educators should be keenly aware of how characteristics of assessment policies are related to students' motivation, self-regulation and academic performance.

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College students’ categorical perceptions of grades: it’s simply ‘good’ vs. ‘bad’

Cited by 11 publications

References 17 publications

Electives Shopping, Grading Policies and Grading Competition

Electives Shopping, Grading Policies and Grading Competition

A Preliminary Exploration of Student Attitudes about a Continuous Grade Point Average Scheme

Assessment policies and academic performance within a single course: the role of motivation and self-regulation

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