Does Effort Still Count?: More on What Makes the Grade

Autor/inn/en	Zinn, Tracy E.; Magnotti, John F.; Marchuk, Kimberly; Schultz, Bridget S.; Luther, Andrew; Varfolomeeva, Veronika
Titel	Does Effort Still Count?: More on What Makes the Grade
Quelle	In: Teaching of Psychology, 38 (2011) 1, S.10-15 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Grades (Scholastic); Academic Achievement; Educational Research; Student Attitudes; College Students; College Faculty; Investigations; Measurement; Grading; Feedback (Response); Surveys + Suchen Sie Ihr Suchwort? Notenspiegel; Schulleistung; Bildungsforschung; Pädagogische Forschung; Schülerverhalten; Collegestudent; Fakultät; Untersuchung; Messverfahren; Notengebung; Schulnote; Survey; Umfrage; Befragung
Abstract	Previous research has examined differences between students and faculty regarding the weight of effort in assigning grades. Here, students and faculty responded to questions regarding the relative weight of performance and effort on final grades and what letter grades faculty should assign across different types of courses. The authors asked these questions in 2 scenarios: (a) high effort, poor performance (students worked hard but performed poorly) and (b) low effort, high performance (students performed well but did not work hard). Results showed that, as in previous research, students and faculty differed in how they would assign grades, and students gave more weight to effort than faculty did. Students responded differently in low- and high-effort conditions, whereas faculty remained consistent in their assessments. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10