Grading System and Student Effort

2017 ◽  
Vol 12 (1) ◽  
pp. 107-128 ◽  
Author(s):  
Valentina Paredes
Keyword(s):  
College Students ◽  
Previous Literature ◽  
Grading System ◽  
High Ability ◽  
Student Effort ◽  
Grading Systems ◽  
Low Levels ◽  
High Ability Students ◽  
Unique Dataset ◽  
Low Ability

Several papers have proposed that the grading system affects students’ incentives to exert effort. In particular, the previous literature has compared student effort under relative and absolute grading systems, but the results are mixed and the implications of the models have not been empirically tested. In this paper, I build a model where students maximize their utility by choosing effort. I investigate how student effort changes when there is a change in the grading system from absolute grading to relative grading. I use a unique dataset from college students in Chile who faced a change in the grading system to test the implications of my model. My model predicts that, for low levels of uncertainty, low-ability students exert less effort with absolute grading, and high-ability students exert more effort with absolute grading. The data confirm that there is a change in the distribution of effort.

scholarly journals Predicting Educational Attainment: Does Grit Compensate for Low Levels of Cognitive Ability?

2017 ◽  
Author(s):  
Audrey Light ◽  
Peter Nencka
Keyword(s):  
Cognitive Ability ◽  
Educational Outcome ◽  
High Ability ◽  
College Degree ◽  
Self Regulated Learning ◽  
Low Levels ◽  
High Ability Students ◽  
Large Representative ◽  
Low Ability

This study examined the role of cognitive ability in moderating grit’s predictive effect on educational outcomes. Using a large, representative sample of young adults, we estimated multivariate regression models for the probability of graduating from high school, enrolling in college, earning any college degree, and earning a college degree. For each outcome, the effect of grit (and, alternatively, consistency of interest and perseverance of effort) was allowed to differ for students in each quartile of the cognitive ability distribution. We found that the predicted effect of grit—which is dominated by the effect of perseverance—is almost entirely concentrated among students at both the high and low ends of the cognitive ability distribution. We also found that grit’s predictive power increases with each successive educational outcome for high-ability students, but not for low-ability students. The findings are consistent with the notion that high-ability students adopt self-regulated learning processes that exploit their grit, especially as educational tasks become more challenging. For low-ability students, it appears that grit plays a compensatory role. Relatively few low-ability students attain each educational outcome, but those who do appear to benefit from the effective substitution of grit for cognitive ability.

scholarly journals ANALISIS KEMAMPUAN MENELAAH DAN MEREVISI TEKS DESKRIPSI

2019 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Sri Maryani ◽  
Bq Desi Milandari ◽  
Murti Sari Dewi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
High Ability ◽  
Observation Methods ◽  
Quantitative Descriptive ◽  
High Ability Students ◽  
Descriptive Method ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan menelaah dan merevisi teks deskripsi pada siswa kelas VII SMP. Objek dalam penelitian ini berjumlah 29 siswa. Metode pengumpulan data dalam peneltian ini terdiri dari metode observasi, metode tugas, dan metode dokumentasi. Analisis data menggunakan metode deskriptif kuantitatif dan hasil analisisnya disajikan dalam bentuk angka dan dijelaskan dalam suatu uraian dengan rumus Penilaian Acuan Patokan (PAP). Berdasarkan hasil penelitian maka diperoleh kesimpulan bahwa kemampuan menelaah dan merevisi teks deskripsi pada siswa tergolong normal, dengan rincian 41% siswa berkemampuan tinggi, 59% siswa berkemampuan sedang, 0% berkemampuan rendah, dan diperoleh IPK 65 yang berkisar antara 55 sampai dengan 65.Abstract: This study aims to describe the ability to review and revise the description text in class VII SMP students. The objects in this study were 29 students. The method of data collection in this study consisted of observation methods, task methods, and documentation methods. Data analysis uses quantitative descriptive method and the results of the analysis are presented in numerical form and explained in a description using the Standard Reference Assessment (PAP) formula. Based on the results of the study, it can be concluded that the ability to review and revise the description text in students is classified as normal, with the details 41% of high-ability students, 59% of students with moderate ability, 0% of low ability, and 65 GPA which ranges from 55 to 65.

scholarly journals Americans Visualize Low-Ability Students as Lazy, Unmotivated, and Undeserving of Support

2019 ◽  
Author(s):  
Alexander S. Browman ◽  
David Miele
Keyword(s):  
Instructional Practices ◽  
General Public ◽  
Mental Representations ◽  
Academic Ability ◽  
Educational Policies ◽  
High Ability ◽  
Educational Support ◽  
Lower Ability ◽  
Low Levels ◽  
High Ability Students

The present research demonstrates that both members of the American public and educators can hold culturally-shared mental representations that they reflexively use to (1) subjectively identify particular students as possessing high or low levels of academic ability, and (2) determine which students should receive educational support and opportunities. Specifically, utilizing procedures designed to visually capture people’s mental representations, we first observed both the general public and educators possess qualitatively distinct representations of lower- and higher-ability students. Furthermore, representations of lower (versus higher) ability students captured from Americans and American educators were more likely to be identified by independent, naïve groups of Americans and American educators as low in academic ability, motivation, and potential, and as more likely to exhibit poor work ethic and problematic behavior in school. As a result, the lower (versus higher) ability student was more likely to be denied scholarship support by the American public (Study 5) and to be exposed to unsupportive instructional practices by teachers (Study 6). Finally, we found these effects to be consistent among those who reported both supporting and rejecting the notion that people with lower ability are inherently different and visually differentiable from those with higher ability. Overall, these findings support the notion that Americans hold mental representations of low- and high-ability students that, by virtue of their associations with important academic attributes, might influence both the treatment of individual students and broader educational policies and practices.

scholarly journals Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

2021 ◽  
Vol 4 (2) ◽  
pp. 124
Author(s):  
Sari Wulandari ◽  
Ali Syahbana ◽  
Tanzimah Tanzimah ◽  
Yilun Shang ◽  
Robert Weinhandl ◽  
...  
Keyword(s):  
Case Study Research ◽  
Pythagorean Theorem ◽  
Research Approach ◽  
High Ability ◽  
High Ability Student ◽  
Level Of Thinking ◽  
High Ability Students ◽  
Ability Student ◽  
Low Ability

The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.

scholarly journals ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI HIMPUNAN BAGI SISWA KELAS VII SMP

2018 ◽  
Vol 1 (1) ◽  
pp. 60
Author(s):  
Annida Dwi Listiana ◽  
Sutriyono Sutriyono
Keyword(s):  
High Ability ◽  
Reading Error ◽  
Purposive Sampling ◽  
Story Problem ◽  
Reading Errors ◽  
Student Error ◽  
The Subject ◽  
High Ability Students ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendiskripsikan analisis kesalahan siswa dalam menyelesaikan soal cerita pada materi himpunan bagi siswa kelas VII SMP N 1 Salatiga. Metode pengambilan subjek yaitu berdasarkan purposive sampling yan terdiri dari ketiga subjek. Berdasarkan hasil dan pembahasan dapat disimpulkan bahwa siswa berkemampuan rendah melakukan kesalahan di semua tahap yaitu, kesalahan membaca, kesalahan memahami soal, kesalaham transformasi, dan kesalahan keterampilan. Siswa bekemampuan sedang tidak melakukan kesalahan hanya pada tahap kesalahan membaca. Sedangkan, siswa berkemampuan tinggi hanya melakukan kesalahan transformasi dan kesalahan keterampilan.Abstract: This study aims to describe the analysis of student error in solving the story problem on the set material for students of class VII SMP N 1 Salatiga. The method of taking the subject is based on purposive sampling consisting of three subjects. Based on the results and discussion it can be concluded that the low-ability students make mistakes at all stages of reading errors, misconceptions, transformational errors, and skill mistakes. Student's ability not to make mistakes only at the stage of reading error. Meanwhile, high-ability students only make mistakes of transformation and skill mistakes.

scholarly journals ANALYSIS OF THE PROBLEM OF SOLVING THE PROBLEM IN COMPLETING THE PROBLEM OF THE STORY BASED ON THE STEPS OF THE PATTERN IN COMPARATIVE MATERIAL

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Mindo Hotmaida Sinambela
Keyword(s):  
Problem Solving ◽  
High Ability ◽  
Story Problems ◽  
High Ability Student ◽  
Interview Methods ◽  
Mathematical Problems ◽  
Almost All ◽  
High Ability Students ◽  
Ability Student ◽  
Low Ability

Each student has different abilities in problem solving, especially in story problems. Haji (1994: 13) suggests that questions that can be used to determine students' abilities in the field of mathematics study can take the form of story problems. The purpose of this research is to describe the ability of students to solve mathematical problems in solving comparative story problems based on Polya's steps. This research is a descriptive study using a qualitative approach. Three (3) subjects were taken from students of class VIIA at SMP Negeri 1 Wamena consisting of one high ability student, one medium ability student, and one low ability student. Retrieval of data taken by the test and interview methods. The test used was in the form of a description test of three (3) questions. Based on the research results obtained: the ability to solve mathematical problems in High Ability Students (SKT) can do all the problem solving comparative story problems based on Polya steps, while the Medium Ability Students (SKS) there are two questions that have not fully taken Polya's steps specifically implementing the completion plan and check again. For Low Ability Students (SKR) almost all the questions given cannot be solved using Polya steps.Keywords: Problem solving, Polya steps, comparison problems.

scholarly journals KESULITAN BELAJAR SISWA SEKOLAH DASAR DALAM MENYELESAIKAN SOAL HOTS MATEMATIKA BERDASARKAN TEORI NEWMAN

2021 ◽  
Vol 6 (2) ◽  
pp. 43
Author(s):  
Fida Rahmantika Hadi
Keyword(s):  
Test Scores ◽  
Transformation Process ◽  
High Ability ◽  
School Students ◽  
Student Work ◽  
Descriptive Research ◽  
Mathematics Problems ◽  
Finishing Process ◽  
High Ability Students ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kesulitan belajar siswa sekolah dasar dalam menyelesaikan soal HOTS matematika berdasarkan Teori Newman. Penelitian ini merupakan penelitian dekriptif. Subjek dalam penelitian ini siswa kelas V SDN Gerih 1 Ngawi sebanyak 23 siswa. Data yang diperoleh berupa hasil tes soal uraian dan hasil dari wawancara siswa yang dianalisis secara kuaitatif. Hasil skor tes siswa dikelompokkan menjadi tiga terdiri dari siswa berkemampuan tinggi (nilai tes antara 86-100), siswa berkemampuan sedang (nilai tes antara 70-85), dan siswa berkemampuan rendah (nilai tes antara 0-69). Selanjutnya untuk wawancara, peneliti memilih secara purposive satu siswa dari masing-masing kategori yang sudah dikelompokkan. Hasil penelitian ini yaitu terdapat 4 siswa kemampuan tinggi, 10 siswa kemampuan sedang dan 9 siswa kemampuan rendah. Indikator kesalahan menurut teori Newman yaitu membaca, memahami soal, transformasi, keterampilan proses serta proses penyelesaian. Hasil pengerjaan siswa ditemukan adanya kesalahan yang berbeda-beda dari setiap subjek.THE DIFFICULTIES OF ELEMENTARY’S STUDENTS LEARNING IN COMPLETING HOTS MATHEMATICS  PROBLEMS BASED ON NEWMAN’S THEORYAbstract: This study aims to describe the learning difficulties of elementary school students in solving mathematics HOTS questions based on Newman's Theory. This research is a descriptive research. The subjects in this study were 23 students of class V SDN Gerih 1 Ngawi. Data in the form of test results and student interviews were analyzed qualitatively. The results of student test scores are grouped into three consisting of high-ability students (test scores between 86-100), medium-ability students (test scores between 70-85), and low-ability students (test scores between 0-69). Furthermore, for the interview, the researcher purposively selects one student from each of the grouped categories. The results of this study were 4 high-ability students, 10 medium-ability students and 9 low-ability students. Indicators of error according to Newman's theory are reading, understanding, transformation, process skills and finishing process. The results of student work found that there were errors that differed for each subject.

scholarly journals Monopolistic Competition and Exclusive Quality

2017 ◽  
Vol 17 (2) ◽  
Author(s):  
Esteban Ortiz-Ospina
Keyword(s):  
Higher Education ◽  
Monopolistic Competition ◽  
High Income ◽  
High Ability ◽  
High Quality ◽  
Selective Colleges ◽  
Welfare Implications ◽  
Equilibrium Market ◽  
High Ability Students ◽  
Low Ability

Abstract In this paper I adapt a classic model of monopolistic competition where products are differentiated by quality, in order to study a market in which high-quality products can only be enjoyed by users with sufficient ability. Casting the model in the context of higher education – where selective colleges pledge quality by excluding low-ability students –, I show that there are two equilibrium market segmentations: one in which highly selective colleges serve high-income high-ability students, and another in which highly selective colleges are cheaper than the less selective competitors that cater to low-ability high-income students. I provide an example to illustrate the welfare implications of these two market configurations.

scholarly journals Read Something Once, Why Read it Again?: Repetitive Reading and Recall

1989 ◽  
Vol 21 (4) ◽  
pp. 351-360 ◽  
Author(s):  
Jerrold E. Barnett ◽  
Richard W. Seefeldt
Keyword(s):  
College Students ◽  
Transfer Test ◽  
Poor Readers ◽  
High Ability ◽  
Test Results ◽  
Good Readers ◽  
Instruction Group ◽  
Processing Strategies ◽  
High Ability Students ◽  
Facilitated Recall

Seventy-two college students were instructed that they would be reading a text either once or twice. Then, half of each instruction group were allowed to read the text once, and half were required to read the text twice. All subjects were then tested for factual retention and for transfer. The instruction that a text could be read twice facilitated recall, even if the text was only read once. Reduced anxiety appears to be the simplest explanation for this. Reading a text twice increased factual retention, but on the transfer test, an interaction with ability was found. Only high ability students showed improvement with a second reading on the transfer test. Results are interpreted in terms of Mayer's processing strategies in that good readers benefit both qualitatively and quantitatively from repetition. Poor readers benefit only quantitatively from the opportunity to reread.

scholarly journals Analisis Kemampuan Pemahaman Konsep Siswa Kelas VIII SMP pada Materi Lingkaran

2019 ◽  
Vol 2 (3) ◽  
pp. 197-202
Author(s):  
W Eggy Yufentya ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
Data Analysis ◽  
High Ability ◽  
Poor Understanding ◽  
High Ability Students ◽  
Low Ability ◽  
Descriptive Qualitative

This study aims to describe the ability to understand students' concepts for each indicator so that it is known on which indicators students experience problems. The method used in this study is descriptive qualitative. Based on the results of data analysis, it can be concluded that high-ability students have the ability to understand good concepts because they have reached more than 50% for each indicator. While for students with moderate and low ability, they have a poor understanding of the concept because the results obtained are less than 50% for each indicator.

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