Choosing how to give attainment feedback to students and their parents is a minefield. There is no value-neutral approach to take – whether you give ‘fuzzy’ guidance on current attainment or report the student’s precise rank in class, grading will help induce some students to work harder and others to take their foot off the gas. In this talk, Becky outlines the complex ways in which attainment feedback shapes student beliefs about themselves. She argues we should prioritise the motivational impact of grading structures and shows the implications for grading systems typically used by schools.
Writing the rules of the grading game