Alli Klapp

PhD, Senior lecturer, Education and Special Education, University of Gothenburg
Speaking at

Session

How does grading affect students` learning?

The presentation´s focus is on teachers´ assessment and grading practices in school. Particularly, I will talk about the consequences of summative assessments such as grading and testing on students´ learning and motivation. The relation between assessment, grading and learning is of major importance for understanding why some students achieve in school while others don´t. The belief that summative assessments affect all students in a similar way, that grading and ranking affects both low-achieving and high-achieving students´ motivation positively builds on the assumption that grades function rewarding or punishing, as carot and stick. Alli will discuss why the “carot and stick” assumption is problematic for students´ motivation for learning.

Bio

Alli Klapp is associate professor at University of Gothenburg. Her research has since 2005 primarily been within the assessment and grading field where she has conducted studies concerning the effect of summative assessments on students´ learning and achievement. Klapp has also conducted research at Columbia University in New York on the significance of students´ socioemotional competencies for their learning and achievement. Besides from conducting research, she teaches at Teacher College at the University of Gothenburg and as written a number of articles, chapters in books and two books: Bedömning, betyg och lärande och Utbildningsekonomi – om lärandets värde.

Archive

researchED Leads, Haninge 2018

Scandinavia 2017

Grades as carrot and stick
The presentation´s focus is on teachers´ assessment and grading practices in school. Particularly, I will talk about the consequences of summative assessments such as grading and testing on students´ learning and motivation. The relation between assessment, grading and learning is of major importance for understanding why some students achieve in school while others don´t. The belief that summative assessments affect all students in a similar way, that grading and ranking affects both low-achieving and high-achieving students´ motivation positively builds on the assumption that grades function rewarding or punishing, as carot and stick. Alli will discuss why the “carrot and stick” assumption is problematic for students´ motivation for learning.