Impacts of Standards-Based Grading on Students' Mindset and Test Anxiety

Autor/in	Lewis, Drew
Titel	Impacts of Standards-Based Grading on Students' Mindset and Test Anxiety
Quelle	In: Journal of the Scholarship of Teaching and Learning, 22 (2022) 2, S.67-77 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grading; Grades (Scholastic); Academic Standards; Test Anxiety; Beliefs; Student Attitudes; Goal Orientation; College Students; Likert Scales; Test Anxiety Inventory + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Notenspiegel; Examination phobia; Testangst; Prüfungsangst; Belief; Glaube; Schülerverhalten; Zielorientierung; Zielvorstellung; Collegestudent; Likert-Skala
Abstract	Standards-based grading is an alternative grading method with many claimed benefits. This paper reports on quantitative studies investigating several of these oft-made anecdotal claims, such as reducing students' test anxiety and fostering a growth mindset. We found that standards-based grading did reduce students' test anxiety; moreover, the typically found difference in test anxiety between male and female students was eliminated in standards-based grading courses. We found no change in students' growth mindset, but that students' mastery avoidance goals were reduced. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01