Impact of displaying grades vs. not displaying grades on academic performance and emotional outcomes while delivering feedback comments: a longitudinal study

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorSánchez Iglesias, Iván
dc.date.accessioned2025-05-05T11:07:16Z
dc.date.available2025-05-05T11:07:16Z
dc.date.issued2025
dc.date.updated2025-05-05T11:07:16Z
dc.description.abstractThis study investigates the impact of displaying grades versus not displaying grades on student performance and emotions in secondary education, while keeping feedback comments constant. Using a longitudinal design, we examined intra-individual changes in performance and emotional responses among 99 students across four classroom groups as they experienced phases of grade display and non-display. Contrary to the notion of grades solely as detrimental, our findings reveal a complex relationship. Initially, grade display decreased performance and evoked negative emotions, but these effects dissipated over time, suggesting student adaptation. Our study highlights the significant impact of feedback comments, suggesting their importance independent of grades. These results call for a sophisticated understanding of grading practices, emphasizing longitudinal research to capture the evolving effects of grades and feedback. Practical implications for educators include maintaining stable grading practices and providing preparatory guidance to mitigate initial negative impacts, contributing to optimizing educational assessment strategiesen
dc.description.sponsorshipThe work was supported by the UAM - Banco Santander [2017/EEUU/12]en
dc.identifier.citationPanadero, E., & Sánchez-Iglesias, I. (2025). Impact of displaying grades vs. not displaying grades on academic performance and emotional outcomes while delivering feedback comments: a longitudinal study. Educational Assessment, 30(1), 21-40. https://doi.org/10.1080/10627197.2025.2455128
dc.identifier.doi10.1080/10627197.2025.2455128
dc.identifier.issn1062-7197
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2652
dc.language.isoeng
dc.publisherRoutledge
dc.rights© 2025 Taylor & Francis Group, LLC
dc.titleImpact of displaying grades vs. not displaying grades on academic performance and emotional outcomes while delivering feedback comments: a longitudinal studyen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage40
oaire.citation.issue1
oaire.citation.startPage21
oaire.citation.titleEducational Assessment
oaire.citation.volume30
oaire.versionVoR
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