Grades versus Feedback?

One of the most important research findings is that providing a grade for every piece of work can be counterproductive (Clarke, Timperley & Hattie, 2003). As Clarke et al. (2003) argue, "Grades freeze children into 'ego-related mode' rather than 'task related mode'" (p. 63). Clarke (2003) also states that "Grading every piece of work leads to demoralisation for lower achievers and complacency for higher achievers" (p. 54). Feedback by grades focuses students' attention on their ability rather than on the importance of effort (Black, Harrison, Lee, Marshall and Wiliam, 2003).

Despite recent research on the detrimental effects of grades and marks, they remain a significant part of assessment practice in schools and tertiary institutions. To get an 'A' means that you are doing well and getting a 'C' means you either didn't quite get it or you didn't even bother trying to!!? For example, at University level (as we are all aware), grades appear to be highly important as they ultimately determine whether you pass, possibly receive a qualification or determine whether you have the opportunity to qualify for honours. As much as there is an emphasis on quality feedback, the grade is inevitably the determining factor.

So, if the emphasis is inevitably on grades, where does quality feedback that enhances student learning fit in? Do students really read the comments and take external feedback on board? Is the feedback utilised in an attempt to get a better grade next time, where the grade remains the main motivation rather than the learning itself? Or is the feedback considered by students to be a vital part of their learning? Butler (1988) completed research in this area comparing how groups were provided feedback. One group received marks and grades alone, another group just received comments on their work and the third group received both marks or grades and comments. She found that the group that performed the best were the group that received comments only. She also pointed out that where the group received marks or grades and comments, the grade was seen by students as the real indicator.

Rightly or wrongly one could argue that we still have a system that relies heavily on grades or marks as the determining factor for success. So, in light of this, is quality feedback really used to its full potential in schools (especially as students approach the senior levels) and tertiary institutions? Or will it always remain the side plate that accompanies the main meal? Your thoughts?

Thanks,
Ange