A Meta-Analysis on the Impact of Grades and Comments on Academic Motivation and Achievement
Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., et al. · 2021
grade Cmeta-analysisindependentreplicated
Sample
Four meta-analyses, K-12 samples
Population
Elementary and secondary students.
Design
Four metas: grades vs no feedback and grades vs comments, on achievement and motivation. Exact pooled values paywalled — directions verified, magnitudes unverified.
Key findings
Relative to comments, grades produce lower achievement AND worse motivation in K-12. Best current support for comment-based marking on formative work. Direction-solid, magnitude-uncertain (paywalled).
Genetic confound
Aggregates randomized comparisons; low risk for direction.
Replication notes
The modern quantitative confirmation of the Butler paradigm, 33 years later.
DOI / URL
10.1080/01443410.2019.1659939
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Grades vs no feedback | direction | helps achievement, HURTS motivation | mixed | end-of-treatment | business-as-usual | end-of-treatment | domain-skill |
| Grades vs comments | direction | grades yield LOWER achievement and worse motivation | mixed | end-of-treatment | active-alternative | end-of-treatment | domain-skill |
Cited by
- Feedback and formative assessmentmixedconf: highgc: low