Background

Instructors often use a point-based system for grading students (e.g., 100 or 1000 total points). This system can impact student outcomes.

Objective

The purpose of this research was to examine the implications of different point value courses for student emotions, perceptions of courses, and classroom performance.

Method

The lab-based study used an experimental design to gather student responses to a hypothetical course with one of three potential total point values (100, 1,000, or 100,000 points). The classroom-based study examined student responses to different point values in 12 actual courses in which students were enrolled (with either 100 or 1000 total points).

Results

In the lab-based study, courses with greater total point values (i.e., 1000 and 100,000) had greater emotional impact than a course with 100 total points. Participants in these conditions also preferred a course that featured a pass/fail scheme. In the classroom-based study, students in the 100-point condition (vs. 1000-point condition) missed more assignments, and as a consequence, performed more poorly in their course.

Conclusion

Higher total point values in courses may have a more significant impact on students’ emotions, and as a consequence, they may miss less work, and perform better in the course overall.

中文翻译：

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你的课程应该有多少总分？

背景

教师通常使用基于分数的系统为学生评分（例如，100 或 1000 总分）。该系统可以影响学生的成绩。

客观的

本研究的目的是检验不同分值课程对学生情绪、课程感知和课堂表现的影响。

方法

基于实验室的研究使用实验设计来收集学生对具有三个潜在总分值之一（100、1,000 或 100,000 分）的假设课程的反应。基于课堂的研究检查了学生在 12 门实际课程中对不同分值的反应（总分 100 或 1000）。

结果

在基于实验室的研究中，总分值较高（即 1000 和 100,000）的课程比总分为 100 的课程具有更大的情感影响。这些条件下的参与者也更喜欢以通过/失败计划为特色的课程。在基于课堂的研究中，100 分条件下（与 1000 分条件下）的学生错过了更多的作业，因此，在他们的课程中表现更差。

结论

课程中较高的总分值可能对学生的情绪产生更显着的影响，因此，他们可能会错过更少的工作，并在课程中整体表现更好。