Does Effort Still Count? More on What Makes the Grade

Previous research has examined differences between students and faculty regarding the weight of effort in assigning grades. Here, students and faculty responded to questions regarding the relative weight of performance and effort on final grades and what letter grades faculty should assign across di...

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Bibliographic Details
Published in:	Teaching of psychology Vol. 38; no. 1; pp. 10 - 15
Main Authors:	Zinn, Tracy E., Magnotti, John F., Marchuk, Kimberly, Schultz, Bridget S., Luther, Andrew, Varfolomeeva, Veronika
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-01-2011 Taylor & Francis Ltd
Subjects:	Academic Achievement Academic grading College Faculty College Students Curricula Educational Research Feedback (Response) Grades (Scholastic) Grading Higher education Investigations Measurement Psychology Student Attitudes Students Surveys United States (Southeast) grading college students effort
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Summary:	Previous research has examined differences between students and faculty regarding the weight of effort in assigning grades. Here, students and faculty responded to questions regarding the relative weight of performance and effort on final grades and what letter grades faculty should assign across different types of courses. The authors asked these questions in 2 scenarios: (a) high effort, poor performance (students worked hard but performed poorly) and (b) low effort, high performance (students performed well but did not work hard). Results showed that, as in previous research, students and faculty differed in how they would assign grades, and students gave more weight to effort than faculty did. Students responded differently in low- and high-effort conditions, whereas faculty remained consistent in their assessments.
ISSN:	0098-6283 1532-8023
DOI:	10.1177/0098628310390907