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dc.contributor.convenorDineli Mather
dc.contributor.authorReddan, Gregory
dc.contributor.editorMatthew Campbell
dc.date.accessioned2017-11-17T12:00:22Z
dc.date.available2017-11-17T12:00:22Z
dc.date.issued2012
dc.date.modified2013-06-13T05:18:02Z
dc.identifier.refurihttp://acen.edu.au/2012conference/wp-content/uploads/2012/11/ACEN-2012-National-Conference-Proceedings.pdf
dc.identifier.urihttp://hdl.handle.net/10072/49657
dc.description.abstractThis paper aims to determine student reactions to the introduction of the typical course grading process to a work-integrated learning course in Exercise Science, which has incorporated a non-graded pass/fail system of assessment since it was first offered. A two-page questionnaire was administered to all students in the course to determine their opinions of changing to a graded form of assessment. Additionally, seven students volunteered for a 20 minute individual interview to examine how the grading of the course affected a number of factors related to their learning in the course. The results of the study indicated that students supported the change from a non-graded to a graded system of assessment. Minimal negative concerns were reported by students. The findings suggest that students prefer the use of a graded system of assessment in a work-integrated learning course in Exercise Science. They perceived that grading of the course increased their motivation to produce their best work in all assessment items, provided them with an opportunity to improve their GPA for entry into post-graduate programs, as well as rewarding them for their efforts.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent234238 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherACEN
dc.publisher.placeAustralia
dc.publisher.urihttp://acen.edu.au/2012conference/proceedings/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameACEN 2012: Collaborative education investing in the future
dc.relation.ispartofconferencetitleProceedings of the 2012 Australian Collaborative Education Network (ACEN) National Conference
dc.relation.ispartofdatefrom2012-10-29
dc.relation.ispartofdateto2012-11-02
dc.relation.ispartoflocationGeelong, Australia
dc.rights.retentionY
dc.subject.fieldofresearchVocational Education and Training Curriculum and Pedagogy
dc.subject.fieldofresearchcode130213
dc.titleTo grade or not to grade: Student perceptions of the effects of grading a course in work-integrated learning
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyGriffith Health, School of Rehabilitation Sciences
gro.rights.copyright© 2012 ACEN. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorReddan, Gregory


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    Contains papers delivered by Griffith authors at national and international conferences.

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