LIBERAL GRADING IMPROVES EVALUATIONS BUT NOT PERFORMANCE

被引:32
作者
VASTA, R
SARMIENTO, RF
机构
关键词
attendance &; evaluations of instruction; college students; stringent vs liberal grading; study behaviors &;
D O I
10.1037/0022-0663.71.2.207
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
The effects of examination grades on 250 college students' study behaviors, attendance, and evaluations of instruction were examined in an undergraduate psychology course. A paradigm involving a team-teaching procedure was employed, which enabled the questions to be investigated in the natural setting using an experimental rather than a correlational methodology. Liberal grading was found to result in higher evaluations of course and instructor but had no demonstrable effect on studying or attendance. (10 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1979 American Psychological Association.
引用
收藏
页码:207 / 211
页数:5
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