Exploring Variations in Frequent Passing Grade Tests in Mathematics

Abstract

Frequent Passing Grades tests (FPG) have been proven to be beneficial for enhancing students learning. In this study students at an upper secondary school were exposed to high-stakes and low-stakes FPG-tests as well as variations in follow-up work and timing for feedback with the purpose to find out which variations are more beneficial for increasing students’ perceived learning. Students were then given two surveys to fill out with questions about their experiences. The responses from the surveys were compiled and analysed using thematic analysis. Additionally, data was collected about how many students passed the FPG-tests. The result from the surveys indicates that students perceive they learn more from having high- stakes FPG-tests. Students express they retain the material for longer when having low-stakes FPG-tests as well as feeling less stressed. Students with lower grades feel they learn more from teacher-led assessment reviews whereas students with higher grades were more inclined to choose self-assessment as the follow-up work, they learn the most from. The relationship between type of follow-up work students feel they learn from, and their academic performance was found to be statistically significant. However, regarding the timing of feedback a statistically significant relationship between when students prefer feedback, and their grades could not be found. Although, students with higher grades seemed to prefer feedback immediately while students with lower grades preferred feedback to be delayed, this difference is likely due to random variation.