What Types of Students' Effort Are Rewarded with High Marks?

By Seán Kelly. 2008

115 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2543af4d9b0cfa47428c4ffc92d9e13dcf09113a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Hongyun Wu
2. P. Stevens
3. M. Van Houtte
4. Jianzhong Xu
5. Kallie Clark
6. Elaine Allensworth
7. Seán Kelly
8. Ulrich Trautwein

In Experimental and Cognitive Psychology

1. Jianzhong Xu
2. Hongyun Wu
3. M. Van Houtte
4. P. Stevens
5. Kallie Clark
6. Elaine Allensworth
7. Seán Kelly

Citations in the corpus

• Producing Success: The Culture of Personal Advancement in an American High School (2011, background): “Moreover, recent studies in a variety of domains, from studies of college admittance (Attewell 2001), to grading (Kelly 2008), to social psychological adjustment to school (Marsh 2007) suggest that individuals actually have worse outcomes in high status educational settings than they do in less…”
• Study Involvement of Academic and Vocational Students: Does Between-School Tracking Sharpen the Difference? (2009, background): “Furthermore, recent research has indicated that self-reported grades are generally highly correlated with grades taken from students’ transcripts and that GPA has some desirable features relative to standardized test scores (Kelly, 2008).”
• Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, unknown): “However, that teachers regularly reward effort in their grading is well documented (Brookhart 1993; Kelly 2008; Popkewitz, Tabachnick, and Wehlage 1982), suggesting that teachers attach greater importance to effort than do their students.”
• A Century of Grading Research (2016, unknown): “These results point to the importance of substantive engagement and persistence (S. Kelly, 2008; Willingham et al., 2002) as factors that help students in both core and noncore subjects.”
• High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools (2020, background): “Grades are assigned based on a potentially wide-ranging array of tasks, measured over time, capturing academic knowledge, skills, behaviors, and effort and incorporating teacher judgment (Bowers, 2011; Brookhart et al., 2016; Farkas et al., 1990; Kelly, 2008).”
• Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level (2013, background): “Concerning the reliability of students’ self-reported grades, several researchers found a very strong or quite high correlation between self-reported grade and actual academic performance (Dickhaeuser & Plenter, 2005; Kelly, 2008b).”