Kohn (1999)

Kohn, A. (1999, -03-03T00:24:48-04:00). From degrading to de-grading. High School Magazine, Retrieved from https://www.alfiekohn.org/article/degrading-de-grading/

Negative Effects of Grading

 * 1) Reduced interest in learning - students focus more on the reward (i.e. grades) and less in what they do to get the reward (i.e. learn)
 * 2) Reduced "preference for challenging tasks" (par. 6) - students pick easiest assignment to get the best grade
 * 3) Reduced "quality of students' thinking" (par. 7) - highest achievement when grades given, but no score
 * 4) Grades not "valid, reliable, or objective" (par. 10) - grade level subjectively determined (i.e. what separates a B from a C) and grading inconsistent. Can lead to problems when given objective importance because doesn't match reality
 * 5) Curriculum affected - focus more on facts because easier to grade
 * 6) But what about projects and skills? Still focus on grade
 * 7) Grading wastes time for teachers
 * 8) Encouraged cheating - focus on grades and likelihood of cheating positively correlated
 * 9) Spoil student-teacher relationship - argue about grades

Objections to ending grades

 * Students expect grades
 * Grades can motivate students to learn and make "positive" behavior choices
 * Colleges/high schools demand grades

Solutions

 * Get rid of curves and class rankings
 * de-emphasize grading
 * Avoid assigning a grade to students until the end of the semester/quarter; get their input on creating criteria for excellence and discussing how well they think they met that level of excellence

Related Research
Beck et al. (1991) - inverse relationship between focus on grades and learning (e.g. focus more on grades, focus less on learning)

Butler (1988) - highest achievement when grades given, but no score

Moeller & Reschke (1993) - graded and non-graded students perform equally when learning activities are interactive and hands-on