Grading: Supporter or enemy of the learning process? Evidence from the literature


  • Federica Picasso Università degli Studi di Trento
  • Beatrice Doria Università degli Studi di Padova
  • Anna Serbati Università degli Studi di Trento
  • Valentina Grion Università degli Studi di Padova
  • Anastasiya Lipnevich Queens College and the Graduate Center, City University of New York



grade, feedback, emotionality, learning


This contribution aims to provide a reflection based on an exploration of the extensive international literature on the factors influencing students’ learning and performance in the educational process. A particular emphasis is given to the effects produced by the different feedback modes and strategies used by instructors, with specific reference to the role of grading and its impact on learners. Specific attention is paid to the effect that the grade, in comparison to other types of feedback, triggers in those who receive it, reflecting on its function in relation to the emotional aspect linked to the learning process. Finally, the theoretical framework is interpreted and related to the Italian context, offering food for thought on this theme in today's school and university system.


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How to Cite

Picasso, F., Doria, B., Serbati, A., Grion, V., & Lipnevich, A. (2023). Grading: Supporter or enemy of the learning process? Evidence from the literature. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 18(3), 27–41.