ERIC Number: EJ1358669
Record Type: Journal
Publication Date: 2023-Jan
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: EISSN-1532-8023
How Many Total Points Should Your Course Have?
Troisi, Jordan D.; Arnott-Hill, Elizabeth; Benson, Or'Shaundra; Wright, Julian W. C.; Fleck, Bethany
Teaching of Psychology, v50 n1 p47-56 Jan 2023
Background: Instructors often use a point-based system for grading students (e.g., 100 or 1000 total points). This system can impact student outcomes. Objective: The purpose of this research was to examine the implications of different point value courses for student emotions, perceptions of courses, and classroom performance. Method: The lab-based study used an experimental design to gather student responses to a hypothetical course with one of three potential total point values (100, 1,000, or 100,000 points). The classroom-based study examined student responses to different point values in 12 actual courses in which students were enrolled (with either 100 or 1000 total points). Results: In the lab-based study, courses with greater total point values (i.e., 1000 and 100,000) had greater emotional impact than a course with 100 total points. Participants in these conditions also preferred a course that featured a pass/fail scheme. In the classroom-based study, students in the 100-point condition (vs. 1000-point condition) missed more assignments, and as a consequence, performed more poorly in their course. Conclusion: Higher total point values in courses may have a more significant impact on students' emotions, and as a consequence, they may miss less work, and perform better in the course overall.
Descriptors: Grading, Outcomes of Education, Psychological Patterns, Student Attitudes, Course Organization, Grades (Scholastic), Community College Students, Psychology, Assignments
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A