How Many Total Points Should Your Course Have?

Autor/inn/en	Troisi, Jordan D.; Arnott-Hill, Elizabeth; Benson, Or'Shaundra; Wright, Julian W. C.; Fleck, Bethany
Titel	How Many Total Points Should Your Course Have?
Quelle	In: Teaching of Psychology, 50 (2023) 1, S.47-56 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Troisi, Jordan D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211031196
Schlagwörter	Grading; Outcomes of Education; Psychological Patterns; Student Attitudes; Course Organization; Grades (Scholastic); Community College Students; Psychology; Assignments + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Lernleistung; Schulerfolg; Schülerverhalten; Course organisation; Kurskonzept; Notenspiegel; Community college; Community colleges; College students; Community College; Collegestudent; Psychologie; Assignment; Auftrag; Zuweisung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01