Grading in a Flipped Classroom: Learners Improve Through Feedback, Not Grades for Completion

In a flipped classroom, students study independently with guidance, and use class time to practice and engage with what they have learned. To encourage students to complete preparatory work outside of class, instructors may use completion rewards – grades assigned based on the amount or quality of work attempted. Instructors may also use formative assessment, where students receive feedback on their responses, but not grades. This study examined whether completion rewards were related to improved student learning in flipped learning online classes.

The researcher conducted two experiments to examine the effects of completion rewards on student performance. All students completed formative online quizzes and received immediate feedback on their responses. In the completion reward condition, students’ scores on the formative quizzes were immediately recorded in the online gradebook that was visible to students. In the control condition, students completed the same quizzes, but their scores were not visible in the gradebook. The researchers examined whether completion rewards increased students’ engagement with the formative online quizzes and their scores on the final test/exam.

The researcher found that students’ engagement with the formative online quizzes increased when they received a grade (i.e., a completion reward) for attempting the questions. However, completion rewards were not associated with increased grades on the final exam. Marks for completion/participation increased the quantity of engagement but lowered the quality of learning and assessment.