A Systematic Review of the Motivational Effects of Course Grade Policies (Poster 2)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Explorations in Student Motivation, Self-Efficacy, and Educational Outcomes

Abstract

Several major motivation theories predict that course grade policies should affect motivational processes in students, especially when learning in challenging contexts. However, motivation researchers have rarely studied the effects of course grade policies. To gauge the evidence base in this area, a systematic review was undertaken. Searches were conducted in five databases, seeking empirical, quantitative studies examining how course grade policies shape student motivation in U.S. secondary and postsecondary educational settings, yielding 31 papers that met the selection criteria. The studies provide several basic results for instructors on grade policies related to grade contingencies, revision or re-testing opportunities, pass-fail grading levels, grade policy framing, and learning-outcome-based grading policies. Overall, however, more research in this area needs to be conducted.

Author

• Julie Sievers, University of Texas at Austin