Can grades be an effective form of feedback?

Guskey, Thomas R.

doi:10.1177/00317217221136597

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…This indicates that the students' academic performance shows learning consistency despite the challenges faced in the new learning modality. This is supported by the claim of Guskey (2022), who said that in schools required to give grades for the current term, even when not all students have adequate access, grades are typically based on evidence of student learning gathered up to the time of school closure.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Challenges on Self-directed Modular Distance Learning (SML): Basis for Extension Program Development

Bayron

2023

Spr. J. Arts. Humanit. Soc. Sci.

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The covid-19 pandemic brought a remarkable impact on mankind. Like the economy, education suffers a tremendous trial in the system. The shift of the delivery of instruction to self-directed modular learning had challenged both the students and teachers. Hence, the study aimed to determine the challenges that teachers and students faced in the self-directed modular learning modalities in secondary schools of the Municipality of Katipunan Zamboanga del Norte. The study employed the sequential explanatory mixed methods design and thematic analysis technique. The study revealed that teachers encountered challenges in dealing with the Self-directed Modular Learning Modality. However, the challenges met do not affect the student’s academic performance. The study strongly recommends that the implementation of the Self-Modular Learning Modality will be reviewed carefully. Coping Strategies applied in overcoming the challenges will be examined thoroughly to devise constructive inputs to improve DepEd school's existing programs and guidelines. As partner institution, JRMSU-Katipunan Campus through the College of Education with the collaboration of the Guidance office will conduct intervention programs for students and teachers. Orientation for parents on home-based learning will be conducted. Budget allocation for internet connectivity, bending machines and computer sets will be requested from the government through the barangay, and training programs in line with technological skills development for teachers will be implemented.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Challenges on Self-directed Modular Distance Learning (SML): Basis for Extension Program Development

Bayron

2023

Spr. J. Arts. Humanit. Soc. Sci.

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“…Pēdējos gados starptautisko pētījumu rezultāti liecina, ka, lai uzlabotu skolēnu sniegumu un skolas efektivitāti kopumā, DBLP pieeju ir svarīgi ieviest ne tikai skolas, bet arī klases līmenī (McNaughton et al, 2012;Lai et al, 2014;Poortman & Schildkamp, 2016) un skolēna līmenī (Muñoz & Guskey, 2015;Guskey, 2022). Dažādu vērtēšanas darbu datu padziļināta analīze, izvērtējot standarta sasniedzamo rezultātu apguvi, sniedz skolotājam priekšstatu par to, ko skolēni ir apguvuši un ko vēl nepieciešams apgūt.…”

Section: Kas Ir Datos Balstīta Lēmumu Pieņemšana?unclassified

Datos balstīta lēmumu pieņemšana attīstības risinājumiem izglītībā

Burgmanis

2023

Datu Zinātība Skolai

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“…First, the level of relevance plays an important role in explaining the differential associations between prior academic achievement and conscientiousness. Academic achievement with a high level of relevance, especially school grades, is often used as a benchmark for students' educational and occupational qualifications (Ryan & Weinstein, 2009) and can be used as effective feedback on the current progress toward their goals (Guskey, 2022). Therefore, achievement measures with high relevance (e.g., school grades) may give students stronger incentives to be achievement‐oriented and work harder in the future than achievement measures with lower relevance with less meaningful feedback on their progress (e.g., voluntary achievement tests).…”

Section: Introductionmentioning

confidence: 99%

A reciprocal perspective on the differential associations between personality traits and multiple indicators of academic achievement

Miyamoto

Werner

Schmidt

2023

Journal of Personality

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ObjectiveThis study aims to explore the reciprocal associations between personality traits (conscientiousness and openness to experience) and academic achievement in adolescents, using the Personality Achievement Saturation Hypothesis (PASH).BackgroundPersonality traits, especially conscientiousness, and openness, have been identified as strong predictors of academic achievement. The PASH provides a framework for understanding these relationships but has mainly been studied from a unidirectional perspective. This study extends the PASH to examine reciprocal associations and how they vary with different achievement indicators.MethodsUsing large‐scale panel data (N = 6482) of secondary school students in Germany, we applied cross‐lagged panel models and latent change score models to examine the differential reciprocal associations between personality traits (conscientiousness/openness) and academic achievement (school grades/achievement test scores) in language and math over two years from grades 7 to 9.ResultsIn line with the PASH, initial levels of conscientiousness were more strongly associated with school grades than with achievement test scores over two years. Simultaneously, prior school grades were more strongly associated with conscientiousness over two years. However, initial levels of openness did not show differential associations with either school grades or achievement test scores over two years. Similarly, prior school grades and achievement test scores were also not differentially associated with openness over two years.ConclusionsOur findings introduce an innovative lens through which we observe how the PASH can be leveraged to explain the differential reciprocal associations between conscientiousness and academic achievement. Further research is needed to examine if PASH could be similarly extended to disentangle the associations between openness and academic achievement.

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Can grades be an effective form of feedback?

Cited by 7 publications

References 14 publications

Teachers’ Challenges on Self-directed Modular Distance Learning (SML): Basis for Extension Program Development

Teachers’ Challenges on Self-directed Modular Distance Learning (SML): Basis for Extension Program Development

Datos balstīta lēmumu pieņemšana attīstības risinājumiem izglītībā

A reciprocal perspective on the differential associations between personality traits and multiple indicators of academic achievement

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