The Differential Impact of Norm-Referenced and Criterion-Referenced Grading Methods on Students' Academic Performance and Motivation

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-9 - Increasing Our Understanding of How Classroom Assessment Works

Abstract

Two studies examined whether students adopt different study strategies, goals, and performance expectations depending on how they expect to be graded. College students recruited online were randomly assigned to either a norm-referenced or criterion-referenced grading scenario, which was either more or less difficult (Study 1), in the context of a Math class of varying sizes (Study 1, 2). In Study 1, norm-referenced grading was seen as more competitive and less fair, and lead to adoption of performance-approach goals. Study 2 replicated and extended the results of Study 1, confirming that criterion-referenced grading lead to higher expectations for performance and adoption of performance-avoid goals. Results suggest that the criterion effects may differ as a function of class size.

Authors

• Hannah Moshontz, Duke University

• Alison C. Koenka, Virginia Commonwealth University

• Carmen Sanchez, Duke University

• Kayla Atkinson, Duke University

• Harris M. Cooper, Duke University