Grading results in negative motivational and affective outcomes: a self-determination perspective

Grading students is a generally accepted part of assessment in schools, but its motivational impact has not been investigated yet. Grounded in Self-Determination Theory (SDT), the present study investigated the differences in perceived competence, quality of motivation and levels of fear during a lesson in which students were graded compared to a lesson in which no grading occurred. Apart from grading, assessing students could also encompass diagnosing studentsU+2019 learning process in order to stimulate learning (Assessment for Learning; AfL). As such this study examined whether AfL might moderate the effects of grading on studentsU+2019 perceived competence, quality of motivation and levels of fear, so that possible negative effects are reduced. Forty classes with 440 secondary school students completed two validated questionnaires measuring AfL (SAFL-Q), competence satisfaction and frustration (BPNSFS), motivation (BRPREQ) and fear (LASSI) after both types of lessons. Multilevel regression analyses were deployed. In line with the hypothesis, students reported more competence frustration, controlled motivation, amotivation and fear, and less competence satisfaction and autonomous motivation during a lesson in which they were graded compared to a lesson during which no grading occurred. Furthermore, the moderating role of AfL in the cross-interaction between two types of lessons displayed significant effects for competence satisfaction, competence frustration, controlled motivation and amotivation. Against expectations, the negative effect of grading was more pronounced when teachers applied high AfL support. Grading results in negative motivational and affective outcomes, which increase when the teacher focuses more explicitly on learning progress (AfL). Perhaps U+2018violation of expectationU+2019 occurred so that students were disappointed when teachers, at first, provided positive information focused on personal progress after which they received unsatisfactory grades. Future research is needed to investigate whether these negative outcomes represent incidental experiences or lasting experiences and, if these negative outcomes affect studentsU+2019 learning.

Publication year:2015