Effects of Temporary Mark Withholding on Academic Performance

Autor/inn/en	Kuepper-Tetzel, Carolina E.; Gardner, Paul L.
Titel	Effects of Temporary Mark Withholding on Academic Performance
Quelle	In: Psychology Learning and Teaching, 20 (2021) 3, S.405-419 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kuepper-Tetzel, Carolina E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725721999958
Schlagwörter	Feedback (Response); Learning Processes; Grades (Scholastic); Educational Strategies; Academic Achievement; Futures (of Society); Higher Education; Comparative Analysis; Psychology; Learner Engagement; Undergraduate Students; Foreign Countries; Assignments; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Notenspiegel; Lehrstrategie; Schulleistung; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Psychologie; Ausland; Assignment; Auftrag; Zuweisung
Abstract	Although feedback engagement is important for learning, students often do not engage with provided feedback to inform future assignments. One factor for low feedback uptake is the easy access to grades. Thus, systematically delaying the grade release in favor of providing feedback first--"temporary mark withholding"--may increase students' engagement with feedback. We tested the hypothesis that temporary mark withholding would have positive effects on (a) future academic performance (Experiments 1 and 2) and (b) feedback engagement (Experiment 2) in authentic psychology university settings. For Experiment 1, 116 Year 2 students were randomly assigned to either a Grade-before-feedback or Feedback-before-grade condition for their report in semester 1 and performance was measured on a similar assessment in semester 2. In Experiment 2, a Year 3 student cohort (t) was provided with feedback on their lab report before marks were released in semester 1 (mark withholding group, N = 97) and compared to the previous Year 3 cohort (t-1) where individual feedback and grades were released simultaneously (historical control group, N = 90). Using this multi-methodological approach, we reveal positive effects of temporary mark withholding on future academic performance and students' feedback engagement in authentic higher education settings. Practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01