Grading Practices and Student Motivation: Our Experiences With a Semester of Nontraditional Grading

• In Event: Motivation in the Classroom: Teacher and Classroom Inputs and Motivational Outcomes

Abstract

Grading practices in education have long been tied to student motivation, with the need to achieve a specific grade often outweighing the desire to learn for knowledge. In the Spring of 2021, we piloted non-traditional grading practices in an education practicum class meant to increase equity in our courses and better support our students’ learning. Throughout the semester, we engaged in discussions with students about their feelings and experiences with our grading practices. This paper discusses how student responses to the practice determined our conclusions regarding the connection between grades and motivation to learn. While students were initially concerned about our practices, the majority of the students felt the non-traditional grading system had a positive impact on their learning.

Authors

• Kirsten Robbins, Ball State University

• Rebecca Brown, Ball State University

• Allie Bowman, Ball State University