Grading practices can diminish interest, encourage easier paths, and reduce quality of thinking in maker education¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 5 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The paper argues, citing Kohn, that three negative consequences of grading are diminished interest in the topic, a preference for an easier path to completion, and reduced quality of student thinking. → Lundberg & Rasmussen 2018

Evidence¶

Lundberg & Rasmussen 2018¶

Lundberg, M., & Rasmussen, J. (2018). Foundational Principles and Practices to Consider in Assessing Maker Education. i-manager's Journal of Educational Technology, Vol. 14 No. 4, January - March 2018. https://eric.ed.gov/?id=EJ1179517

q1 · i? · theoretical · r2

A literature-based argument in the paper's section on foundational principles. The authors attribute the three negative consequences to Kohn's research on grading, noting he does not address maker education directly but that the concerns transfer to it.

"The three primary negative consequences of grading that Kohn presents are diminished interest in topic, a preference for easier path to completion, and reduced quality of student thinking."

Discussion¶

Related Claims¶

• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — the general claim this finding bears on, with the studies behind it
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• Grades themselves, regardless of formula, detrimentally affect creative thinking, long-term retention, interest in learning, and preference for challenging tasks — possibly the same claim (merge candidate)