ERIC Number: EJ1347380
Record Type: Journal
Publication Date: 2022-Jun
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1527-9316
Impacts of Standards-Based Grading on Students' Mindset and Test Anxiety
Lewis, Drew
Journal of the Scholarship of Teaching and Learning, v22 n2 p67-77 Jun 2022
Standards-based grading is an alternative grading method with many claimed benefits. This paper reports on quantitative studies investigating several of these oft-made anecdotal claims, such as reducing students' test anxiety and fostering a growth mindset. We found that standards-based grading did reduce students' test anxiety; moreover, the typically found difference in test anxiety between male and female students was eliminated in standards-based grading courses. We found no change in students' growth mindset, but that students' mastery avoidance goals were reduced.
Descriptors: Grading, Grades (Scholastic), Academic Standards, Test Anxiety, Beliefs, Student Attitudes, Goal Orientation, College Students, Likert Scales
Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test Anxiety Inventory
Grant or Contract Numbers: N/A