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Take a few moments to reflect on your experiences as a student. Consider the following questions: 

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Take a few moments to reflect on your experiences as a student. Consider the following questions: 

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How did you perceive grades when you were a student?

Did grades motivate or demotivate you to learn?

Are there specific grading experiences that stand out in your memory?

How did your teachers' grading methods influence your attitude toward their classes?

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1. As a little kid, I just wanted to get a good grade so mom could be proud of me. As I grew up I didn't really worry about grades unless I got a C in one assignement and then to me that was a warning that I wasn't picking up something in the curriculmn

2. From K-12 grades motivated me, but in college grades demotivate me.

3. I used to go into a depressive cycle everytime I saw a grade for a 400lvl class last semester.

4. I realized that grades in college and high schools were not accurate with most teachers since I learned in this class the right way to assess a students performance instead of what some professores and high school teachers who didn't care would do

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I saw grades as a measure of my success and how well I understood a certain topic. Grades always motivated me as if I got a grade I did not like I knew I needed to do better to improve it. Nothing really stands out I always saw my grades as fair. My attitude was your grade is what you deserve not something that just gets handed out and I knew a good grade was something I deserved not something that was handed to me.

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I loved getting good grades, anything below a B was disheartening to get back due to the stigma around it.

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I loved getting good grades, anything below a B was disheartening to get back due to the stigma around it.

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They motivated me.

My junior year in physics, we took 4 question quizzes where if you got one wrong you were already at a 75.

I wanted to work harder. But it also frustrated me if grading was unfair and I knew no matter how hard I tried it would be graded unfairly

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Grades felt like they defined me in high school. Grades motivated me but were also my biggest stressor, I felt if I didn't score high enough that my worth went down. However, I also took pride in high grades as that was what made me feel good and got positive attention from teachers and peers. I had some teachers that made it clear that you either passed or failed and some that made sure students knew their worth wasn't in their grades. The second set of teachers made me feel more supported and I enjoyed their class more.

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Some grades, especially in my 1st semester English class, demotivated me to learn because she would give me a bad grade on a paper and not tell me what I needed to fix or look out for on the next paper. However, I did have many teachers who motivated me to learn by giving good grades with good feedback and showing it as an example of what to do.  

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Some grades, especially in my 1st semester English class, demotivated me to learn because she would give me a bad grade on a paper and not tell me what I needed to fix or look out for on the next paper. However, I did have many teachers who motivated me to learn by giving good grades with good feedback and showing it as an example of what to do.  

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One of the specific grading experiences that I remember is peer grading where you grade someone else's paper. When you know you did badly and now you are embarrassed that someone else gets to grade your work and know they know and usually people tell each other what the person's grade was.

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I enjoyed it when teachers wrote physically on your essay paper, pointing out what could be fixed; I have had teachers who

will give us our grades back on essays, and no words were exchanged. For someone who could improve at essay writing, I have to be

able to know what didn't work or what worked great.

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Grades have always been at the top of my priority list. Everyone around me hounded me about being a straight-a student, to which I was. Grades neither motivated me or demotivated me to learn. They didn't go together in a sense. If I wanted to learn about history then I was going to learn about it, not because I wanted an A. But if I wanted an A in math, I did whatever I could to get by, I didn't care about learning it. I was an AP student so grades were always very hit or miss: I either blew it out of the park with an A or I got a B because I was struggling but there was a curve.

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When I was in high school, I was always nervous about my grades. I knew that if I had any C's, that I would be grounded and unable to hang out with my friends- so yes, they were a motivator. I remember one Friday after school, I went to a friends house. Out of nowhere my mom ripped up in her car screaming, "Get your *** in this car!" I was so confused and sad. But apparently progress reports were sent out and the teacher accidentally gave me a D instead of an A. It was just a typo, but had a huge effect on my weekend. It also sucked because my English teacher didnt like me and always gave me C's or D's on my papers, no matter how hard I tried. She was a hater for sure.

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In school, I would always aim for a B or higher. Anything below that I would be like "I need to do better." I always wanted to get good grades but didn't necessarily want to put in the work. I didn't study that much throughout school. So not really motivated. I felt like I'd always gotten the grade I deserved. I am the type of person who if I do badly on something and nobody gives me feedback I ask myself. Overall I feel like I've had more of a positive experience.

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As a kid I’ve always liked getting good grades. I’ve always been taught to do my best and to actually try to get good grades. Seeing my brother and sister gettin good grades motivated me even more because I didn’t want to be the odd ball out. My teachers graded grades based off of the percentage which I liked more because I can know how many more points I need to improve my letter grade.

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All throughout school, grades were something I obsessed over. They were how I measured my self-worth and achievement, so if they weren't good, I wasn't good.. I don't know that my desire to get all A's was necessarily motivating me to learn, per se, but it definitely motivated me to get work done. A grading experience that particularly stands out to me was the system my high school Physics teacher used. He had a weird scale of "Mastery-proficient-apprentice-novice", but if you got even one little thing on a test wrong, you could not achieve mastery. Even if it was something as little as mislabeling units. Thus, if you did not have 100%, you had an automatic B. It stressed everyone to no end and his class was unbearable.

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My grading experiences were overall pretty good. Throughout grade school, I had good and bad teachers. Most of my teachers would provide feedback on my work, discussing what I did good and bad with me through conferences, helping me to achieve the grades I wanted. However, as I got older, the positive feedback dwindled, and my teachers became harsher and more negative toward grading. I loved getting good grades growing, so it was different when some teachers were not as lenient or helpful. It was always so important to me to get good grades because I set a very high standard. I felt so bad about myself when I received anything below an A. I would freak out even though my parents didn't care!

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When I was in middle and high school I perceived grades as a part of my self-worth. This demotivated me greatly as I would try and find the easy way out, just to get the grade to please my parents and teachers. There is a specific time where this stood out me, in middle school when I received my first failing grade on a test. I immediately went into panic on how this would affect my grade and begged the teacher to let me retake the test. Teachers who graded more harshly tended to have a negative connotation in my mind as a result because of how much stress it caused me as a child.

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The grades that I receive for me determine my worth. The ACT was really hard because no matter how hard I would study I could not get the perfect score in my mind. I view my grades as a competition of how well I can do. So, I guess you could say motivates. Some teachers that I have had do not have specific grading criteria so they want you to ask which is difficult especially if it is online and it could take time for them to respond. In one of my classes in high school, it was a Dual Credit class, and if she liked our paper and thought we did well we would receive stickers. This always made me want to do well on her papers.

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My Astronomy class we don't get to see our grade but three times during the year. During class he talks, and you have to take note no slide nothing. Before tests you have to go find in the book, he gave us about the topics we have learned and some of the stuff we haven't even talked about. I don't like the class at all because I can't see my grade and know what i need to do better on or if I need to study more if I miss something or if I'm out I don't know what they talked about its very stressful.

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One grading experience that stand out to me was in my algebra class in high school. My teacher at the time was known for grading hard and being extremely rude to students. We had taken an exam the week before and she gave them back out this day and i got a terrible grade because my work was "not clear" and counted them wrong even though I got every question right. I asked her what I did wrong trying to get any kind of feedback from her and she told me that we had moved past this content and she was not willing to give me any feedback as to why my work was "not clear".

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when I was little I knew that if I got a good grade I would be proud of myself, but also I knew that my mom and dad would be proud too because I always struggled to learn to know that I was getting good grades it made me happy

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Grades made me feel as if that is all my value is. For example, if I got an A I felt smart and that I was going to make something out of myself. On the other hand, if I got anything less I would get so upset with myself bringing all the negative thoughts to my brain that I was stupid, would never make it out of life, etc. Grades were always an important thing in my house. My family made a point to bring my grades up, and good grades were all I was allowed to make, but my brothers could get whatever they wanted. I was the only one who was pressured to get an A in my family, and I put that pressure on myself and caused a lot of stress and anxiety as my grades.

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as a student grades motivated me if I knew I was getting a grade on something then I worked hard on it even if I didn't fully understand what was being taught at the moment. My teachers usually just put a grade on the paper and did not have any feedback and I remember always being so confused if I got stuff wrong. I also hated when we had to peer review because I never wanted anyone to see what i made or judge me if i got a bad grade.

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1. I perceived grades somewhat like a video game, the better you did the better the rewards are.

2. It did in most cases but sometimes I find a grade on an assignment I did that didn't make sense (5 questions, max grade is 10, why the hell can I get a 4/10 but not a 6/10?) Nowadays when it comes to the end of a semester and Assignments get Exponentially big, I quickly lose motivation to continue.

3. I was pushing myself threw my first semester with 5 classes instead of 4. That was an awful experience.

4. I got C's and a B during my History class last semester, the homework assignment was a reflection Essay on what we covered, and he wished for us to focus on one aspect of the primary resources with secondary sources to back it up. Why did I get mostly C's, well the teacher decided to put primary sources and secondary sources in the same area, and Not Label them as either Primary or Secondary. This makes writing a 1,200-1,300 word paper, breaking down a historic event on an Individual level, with no indications on whether a source is Primary or secondary, painfully agonizing and frustrating. I already despise writing essays, Why The F### should it need to be more stressful because it affects my grade drastically when I can't tell what is or isn't a primary source?