Minnesota State University Moorhead RED: a Repository of Digital Collections Dissertations, Theses, and Projects Graduate Studies Spring 5-14-2021 Gradeless Learning: The Effect of Eliminating Traditional Grading Practices on Student Engagement and Learning Eric Sanders [email protected] Follow this and additional works at: https://red.mnstate.edu/thesis Part of the Curriculum and Instruction Commons, Educational Methods Commons, and the Secondary Education Commons Recommended Citation Sanders, Eric, "Gradeless Learning: The Effect of Eliminating Traditional Grading Practices on Student Engagement and Learning" (2021). Dissertations, Theses, and Projects. 527. https://red.mnstate.edu/thesis/527 This Project (696 or 796 registration) is brought to you for free and open access by the Graduate Studies at RED: a Repository of Digital Collections. 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Gradeless Learning: The Effect of Eliminating Traditional Grading Practices on Student Engagement and Learning A Project Presented to The Graduate Faculty of Minnesota State University Moorhead By Eric Sanders In Partial Fulfillment of the Requirements for the Degree of Master of Science in Curriculum and Instruction May 2021 Moorhead, Minnesota GRADELESS LEARNING 2 Table of Contents CHAPTER 1: INTRODUCTION Introduction ........................................................................................................................ 7 Statement of the Problem .................................................................................................. 9 Purpose of the Study......................................................................................................... 11 Research Questions .......................................................................................................... 12 Definition of Variables .......................................................................................... 12 Significance of the Study ................................................................................................... 13 Research Ethics ................................................................................................................. 13 Permission and IRB Approval ................................................................................ 13 Informed Consent ................................................................................................. 14 Limitations............................................................................................................. 14 CHAPTER 2: LITERATURE REVIEW Introduction ...................................................................................................................... 16 Context .................................................................................................................. 17 Purpose of Grading ............................................................................................... 17 Best Intentions ...................................................................................................... 19 Motivation ............................................................................................................. 22 Theoretical Framework ..................................................................................................... 25 Conclusions ....................................................................................................................... 25 CHAPTER 3: METHODOLOGY Introduction ...................................................................................................................... 27 Research Questions .......................................................................................................... 28 Research Design ................................................................................................................ 28 Setting ............................................................................................................................... 29 Participants ....................................................................................................................... 29 Sampling ................................................................................................................ 30 Instrumentation ................................................................................................................ 30 Data Collection ...................................................................................................... 31 Data Analysis ......................................................................................................... 32 GRADELESS LEARNING 3 Procedures ........................................................................................................................ 34 Ethical Considerations....................................................................................................... 35 CHAPTER 4: DATA ANALYSIS Description of Data ........................................................................................................... 36 Engagement ..................................................................................................................... 36 Gradebook Data ................................................................................................................ 39 Student Survey Data ......................................................................................................... 41 Emergent Themes ............................................................................................................. 41 Grades as Accurate Representations .................................................................... 42 Motivation ............................................................................................................. 45 Learning Over Grades ........................................................................................... 49 Research Questions .......................................................................................................... 52 Conclusions ...................................................................................................................... 56 CHAPTER 5: ACTION PLAN AND PLAN FOR SHARING Plan for Taking Action ....................................................................................................... 58 Plan for Taking Action ....................................................................................................... 58 REFERENCES .................................................................................................................................. 60 APPENDIX Appendix A ........................................................................................................................ 63 Appendix B ........................................................................................................................ 64 Appendix C ........................................................................................................................ 65 Appendix D ........................................................................................................................ 67 GRADELESS LEARNING 4 List of Tables 1. Wellington Engagement Index Results ............................................................................ 36 2. Quarter Three Gradebook Date and Grades ................................................................... 39 GRADELESS LEARNING 5 Acknowledgements Thank you to my wife, Gina, who sent me off to write even when it meant a day of parenting alone, giving up a free Saturday, or driving in a snowstorm. It would be easy to say that I couldn’t have completed this without you, but I’d be leaving out all of the other things I couldn’t do without you. GRADELESS LEARNING 6 Abstract In order for students to learn at high levels, there must be high expectations and strong feedback. Although traditional grading seems to be an inherent part of the educational system, there are multiple purposes for grades which often causes frustrations for both teachers and students. There is a need to expand the research on grading and its effect on both student learning and motivation. This action research study centered on three research questions: 1) What effect does the elimination of traditional grading practices have on student engagement in learning? 2) What impact does the removal of traditional grading practices and implementation of a reflective process have on students’ perception of their learning? 3) What effect does student self-evaluations to determine final grades have on potential grade inflation? To determine these answers traditional grading practices were eliminated, including giving points for homework, averaging grades, and giving zeroes. These were replaced by a quarterly self-reflection completed by students and presented to the teacher. Engagement data was collected as well as gradebook data in which student work was evaluated by the teacher. Data was also collected through student surveys in order to determine student perceptions of learning and engagement. The qualitative results revealed that students have a desire to learn through accurate feedback and that traditional grading practices often interfere with learning and motivation. GRADELESS LEARNING 7 Chapter 1 Introduction Introduction When