Fear and Loathing in Attribute Grading: Helping Students Gain Confidence and Learn Effectively

Motivated by the need for more effective grading methodologies in university settings, this paper investigates students’ perception of and responses to Attribute Grading (AG). Focusing on a first-year undergraduate remedial calculus class for engineering students, we research and analyze the effect of this standards-based grading scheme on extrinsic motivation and learning practices, in attempts to discern whether the theoretical advantages of it manifest in reality. Findings suggest that students effectively leverage the uniquely nuanced feedback provided by AG to inform their learning strategies. Given the nature of this field of inquiry, we propose avenues for future research to further explore these issues and enhance understanding of effective grading practices in higher education.