The DOI matches its Crossref record.
What's The Point? The Benefits of Grading Without Points
Abstract
Most instructors desire to create a learning environment conducive to deep learning. However, in courses where grades are based upon the accumulation of points, students may focus on collecting points rather than on learning and achieving the course objectives. We discuss an alternative points-free course design based on the development of clear learning objectives, practical descriptions of grades based on these objectives, and open discussions with students about their progress relative to the objectives.
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“shift students' focus from learning to performance (Brilleslyper et al. 2012;Knowlton 2010;Lynch and Hennessy 2017)”
From Does gradeless learning affect students’ academic performance? A study of effects over time (2024) · cites this paper as Brilleslyper et al. 2012
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 11
- 10.3200/TCHS.78.5.218-223 · DOI · Paper page
- Block R., 2010, Mathematica Militaris., 18, 7
- Boud D., 1988, Developing Student Autonomy in Learning
- Deci T., 1971, Social Psychology, 18, 105
- 10.1037/0003-066X.41.10.1040 · DOI · Paper page
- 10.1080/0260293042000227227 · DOI
- 10.1080/1356251990040410 · DOI
- Milton O., 1986, Making Sense of College Grades: Why the Grading System Does Not Work and What Can Be Done About It
- Paul R., 2003, How to Improve Student Learning
- Perkins D., 1992, Smart Schools: From Training Memories to Educating Minds
- Wiggins G., 1998, Understanding by Design
Cited by
Sorted by citations
Does gradeless learning affect students’ academic performance? A study of effects over time
Kjærgaard, A., Buhl-Wiggers, J., & Mikkelsen, E. N. (2024) · Studies in Higher Education · doi:10.1080/03075079.2023.2233007 · Cited by 23
“…have been found to decrease intrinsic motivation (Deci, Koestner, and Ryan 2001; Kohn 1993), shift students ’ focus from learning to performance (Brilleslyper et al. 2012; Knowlton 2010; Lynch and Hennessy 2017), create unhealthy competition (Tannock 2017), induce stress and anxiety…”
BackgroundInfluential
Metadata
- Authors
- Brilleslyper, M., Ghrist, M., Holcomb, T., Schaubroeck, B., Warner, B., & Williams, S.
- Corresponding author
- Schaubroeck, Beth
- Venue
- PRIMUS
- Publisher
- Informa UK Limited
- Published
- 2012-07
- Volume
- 22
- Issue
- 5
- Pages
- 411-427
- ISSN
- 1051-1970 (ISSN-L)
- 1935-4053
- OpenAlex
- W2010153012
- Cited by
- 23
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 3 · 2022: 2 · 2021: 1 · 2020: 6 · 2019: 1 · 2018: 2 · 2017: 1 · 2015: 2 · 2014: 2 · 2013: 1
- FWCI
- 7.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- PRIMUS (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- deep learning, learning objectives, course design, student engagement, assessment
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- CoChat. (2026). Citation check: What's The Point? The Benefits of Grading Without Points. https://app.cochat.ai/papers/10.1080/10511970.2011.571346
- The paper
- Brilleslyper, M., Ghrist, M., Holcomb, T., Schaubroeck, B., Warner, B., & Williams, S. (2012). What's The Point? The Benefits of Grading Without Points. PRIMUS. https://doi.org/10.1080/10511970.2011.571346
