How Much Do Grades Matter? A Meta-Analysis on the Motivational Consequences of Assessment

• In Event: Poster Session 3
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

This meta-analysis investigated the effects of performance feedback following an assessment on students’ academic motivation from kindergarten through college. Guided by a comprehensive framework for academic motivation, two meta-analyses compared the motivational consequences of receiving (1) a grade versus a comment and (2) a grade versus no performance feedback. Overall effect sizes differed between the two meta-analyses (grades vs. comments: d = .41; grades vs. no performance feedback: d = -.08), and moderator analyses were conducted to explain the variation around them. Consistent across both meta-analyses, average effect sizes varied widely as a function of the motivation construct. Distinct patterns emerged for the academic stage and subject moderator analyses. Theoretical and practical implications, and suggestions for future research, are discussed.

Authors

• Alison C. Koenka, Virginia Commonwealth University

• Harris M. Cooper, Duke University

• Lisa Linnenbrink-Garcia, Michigan State University