Additive Grading
Conventional grading methods can make students feel like their worth as a learner is reduced to a single numerical grade. What if there was a grading system that equally prioritized progress and effort alongside final scores? Read on to learn more about additive grading and how it can increase learner motivation.
I completed a Master of Education a few years ago, and my favourite course was called "Games and Learning." The instructor implemented many game mechanics into the course to demonstrate the power of gamified learning, and one tactic that stuck with me was the idea of additive grading.
In most learning experiences, learners start with a grade of 100 and lose points throughout the course as they complete summative assessments (subtractive grading). However, additive grading is a strategy whereby learners start with 0 points and work up to their desired grade. Lee Sheldon, a game designer and professor, explains that this grading strategy allows learners to take risks without fear of failing and be more creative because they can resubmit assignments and/or do extra work to improve their grades.
In the Games and Learning course I took, 40% of our final grade was based on this idea of additive grading. At the beginning of the course, the instructor presented us with a list of "missions," and each mission was assigned a certain number of points (5-30 points per mission). The rules were as follows:
- We had to complete at least one mission from the 30-point category.
- We could submit missions whenever we wanted throughout the course, up until a certain deadline.
- Once we submitted a mission, we would receive our grade within one week.
- We had the freedom to complete as many missions as we wanted, but the highest number of cumulative points we could receive was 100.
As a student, I found this strategy extremely motivating. Additive grading allowed me to choose the missions I was most interested in and gave me agency over 40% of my final grade.
Have you ever implemented additive grading in your teaching, or would you like to? I’d love to hear your thoughts in the comments!
Source
Comments
-
This is right up my alley, Julia. I used to tell students all the time that they could have whatever grade they wanted in my course. They just had to work for it. If you have the freedom to offer a course like this, it would certainly back up that way of thinking and provide proof that they were working towards the mark that they wanted by completing the missions.
