Grading: Supporter or enemy of the learning process? Evidence from the literature
DOI:
https://doi.org/10.6092/issn.1970-2221/16859Keywords:
grade, feedback, emotionality, learningAbstract
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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Copyright (c) 2023 Federica Picasso, Beatrice Doria, Anna Serbati, Valentina Grion, Anastasiya Lipnevich
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