Motivation plays a crucial role in students’ performance. It is well known that not all students share the same amount as well as kind of motivation for the same tasks and activities. Also, not all teachers apply the same motivation strategy in their lessons as well as when giving grades and feedback for student performances. Whereas some teachers really struggle with a demotivated class, others are able to generate dynamics that benefit the whole class and help to even exceed expected results in performance. Why do some succeed while others struggle? What strategies are important for maintaining as well as developing students’ motivation towards tasks and activities? In order to generate answers to these questions, this term paper focuses on the effect of feedback on students’ motivation. In order to address the topic accordingly, in the beginning, the term motivation as well as the different kinds are explained. Then current theories regarding verbal and written feedback as opposed to letter and numeral grades are analyzed. Lastly, the findings are put in contrast with the current situation in schools.
Table of Contents
1. Motivation: An Overview
2. The effect of grades and feedback on student’s motivation
2.1 Feedback: a definition
2.2 Verbal/Written feedback: current theories
2.3 Grades: current theories
3. Relation to the current situation at schools
4. Conclusion
Research Objectives and Topics
This term paper explores how different forms of feedback, specifically verbal/written comments versus traditional letter or numeral grades, influence student motivation and performance in educational settings.
- Theoretical foundations of intrinsic and extrinsic motivation
- Distinction between formative and summative feedback
- Impact of teacher-delivered feedback on student engagement
- Comparison of descriptive feedback versus numerical grading systems
- Challenges of implementing progressive assessment in current school structures
Excerpt from the Book
Verbal/Written feedback: current theories
As the way feedback is delivered is crucial, it is not only important what is said but also who delivers the message. Almost 50 years ago, Deci (1971) and Harackiewicz (1979) had already found out that teachers who gave a positive feedback on the students’ performance achieved a rise of intrinsic motivation for further activities in them, whereas the opposite resulted in a negative outcome according to Deci & Cascio (1972). Similarly, Deci (1971) and Harackiewicz (1979) as well as Kluger & DeNisi (1996) conclude that it depends on the way feedback is delivered: praise or critical judgement have a negative result as opposed to a guide in how to improve. Also, Hattie and Timperley (2007) emphasize on the importance of improvement strategies and conclude that feedback needs to “address the questions of what the goals are, where the student currently stands in relation to those goals, and what the next steps should be for reaching the goals.” Hereby it is just restated how Black & Wiliam (1998) thought responses should be formulated. Duckworth et al. (1986) sum up the idea: task related feedback is considered to be more effective towards evoking intrinsic motivation than feedback that involves the person’s ego.
Chapter Summaries
Motivation: An Overview: This section defines the core concepts of motivation, specifically distinguishing between intrinsic and extrinsic drivers as characterized by Deci & Ryan.
The effect of grades and feedback on student’s motivation: This chapter analyzes how various feedback modalities and grading methods impact learner performance and self-evaluation, citing key studies like those by Butler (1988).
Relation to the current situation at schools: This part contrasts theoretical best practices with real-world school constraints, discussing legal grading requirements and the tendency of teachers to rely on performance comparisons.
Conclusion: This final section synthesizes the evidence, concluding that while intrinsic motivation is ideal, schools must improve how they deliver formative feedback to support student progress despite structural challenges.
Keywords
Motivation, Intrinsic Motivation, Extrinsic Motivation, Feedback, Grades, Assessment, Student Performance, Teacher Strategies, Formative Feedback, Summative Assessment, Self-Evaluation, Learning Strategies, Classroom Dynamics, Educational Psychology
Frequently Asked Questions
What is the central focus of this paper?
The paper examines the relationship between how teachers provide feedback (verbal/written vs. grades) and the subsequent effect on students' motivation to learn.
What are the primary thematic areas explored?
Key areas include the psychological definitions of motivation, the distinction between formative and summative feedback, and the practical challenges teachers face in school systems regarding assessment.
What is the main research question or objective?
The goal is to determine which forms of feedback best promote intrinsic motivation and to investigate why current school practices often rely on less effective grading methods.
Which scientific method is applied?
The paper utilizes a literature review and analysis of existing theories and studies, such as the Self-Determination Theory and studies by Butler and Hattie & Timperley.
What is covered in the main body of the work?
The body covers a taxonomy of motivation, an analysis of current theories regarding verbal and written feedback, an evaluation of traditional grading systems, and a discussion of real-world school implementation.
Which keywords characterize this work?
The work is characterized by terms such as Intrinsic Motivation, Formative Feedback, Educational Assessment, and Classroom Performance.
How does the author view the role of the teacher in student motivation?
The teacher is viewed as a crucial facilitator who should design activities to foster identified or integrated regulation rather than relying solely on external rewards or punishments.
Why does the author argue that across-the-board theories for students do not exist?
The author references Butler’s study to show that students react differently depending on their achievement levels and prior experiences, implying that each class requires a tailored approach.
What is the specific challenge regarding the 'Schulunterrichtsgesetz' mentioned?
The Austrian school law (SchUG) mandates a 1 to 5 grading scale, which limits teachers' ability to move entirely to descriptive, non-graded feedback models.
- Quote paper
- Axel Kolbeinsson (Author), 2022, How is students’ motivation to study affected? Feedback vs. grades, Munich, GRIN Verlag, https://www.grin.com/document/1191937
