Tekst: Charlotte Tybjerg Sørensen, AAU Kommunikation og Public Affairs
Foto: Colourbox

Freedom from examination and grade seems to create the opportunities/framework for increased well-being and academic immersion, but it requires a more well-developed feedback culture if the potential is to be realised. 

This is shown by a new study from the Centre for Youth Research, CeFU, at Aalborg University. The study is based on a number of interviews with teachers and students at independent and continuation schools, as well as a questionnaire survey among 626 young people at the independent and continuation schools. 

"You don't automatically get better learning and well-being by removing grades and tests. What is crucial is what you put in its place in relation to creating motivation, learning and less pressure," says Professor and Head of Centre Noemi Katznelson, who together with four colleagues from CeFU is behind the study entitled: 'Schools without tests and grades', which has just been published in book form. 

The freedom of examination and grades at the independent and continuation schools contains a number of potentials, but they are only partially realised. 

"The study shows that the freedom of character makes room for other forms of teaching, which in turn opens up for other forms of motivation among many students, just as the students point out that it can create increased curiosity and commitment, greater self-confidence, less fear of failure, development of one's own interests and stronger academic and social relationships in the classroom," says Noemi Katznelson.

More desire to learn and immerse oneself professionally

46 percent of after-school students and 66 percent of independent school students state that it makes it easier to concentrate on academics when they do not get grades and have to take exams

45 percent of after-school students and 53 percent of independent school students state that they experience learning more when they do not get grades and have to take tests.

However, between a quarter and a fifth of the respondents in the questionnaire part of the survey find that the freedom to test and grade affects their motivation and self-discipline negatively. And almost half of the students believe that freedom from tests and grades makes it more difficult for them to know where they are academically. 

"Tests and grades are a navigation tool for the students, so they know if they can do what they are supposed to. So freedom from it must not stand alone. Something must be put in its place that is systematic, focuses on professionalism and that happens continuously," says Noemi Katznelson. 

The study also shows that the freedom of examination and grade may come to favour the already academically competent students.  Therefore, you must be aware of differentiating your feedback so that you get everyone on board. 

All students, especially the academically weakest, need to receive feedback about their academic standpoint. And there is generally potential to be gained for the independent and boarding schools in working with the development of an actual feedback culture. 

"In general, there is a need to strengthen the schools' feedback practices and for the development of a feedback culture. It affects all students in different ways, but it particularly affects a proportion of the students' motivation for learning negatively and sometimes leads to a loss of meaning and direction in teaching," says Professor Noemi Katznelson.

Contact

Professor Noemi Katznelson, Director, Centre for Youth Research: tel. 9940 3433, mail: nka@ikl.aau.dk

Charlotte Tybjerg Sørensen, journalist and press advisor, special consultant, tel.: 9356 2069, mail: ceso@adm.aau.dk