Frequent Passing Grade-tests

Abstract

This study explores the impacts of Frequent Passing Grade-tests (FPG-tests) on student well-being, learning outcomes, and teacher’s time-commitment, possibili- ties for student follow-up and in adaptations to the curriculum. The results suggest that FPG-tests primarily reduce student stress by improving their awareness of their own knowledge levels, particularly reducing stress before chapter-tests. However, a subset of students, primarily students near, or with C as a course-grade, report in- creased stress during lessons due to FPG-tests. The way teachers communicate, and present FPG-tests could influences students’ at- titudes towards these assessments, impacting their stress levels, self-confidence, and motivation. Although a small percentage of students (8.6%) experience decreased self-confidence due to FPG-tests. Mainly, from failing the tests, even though a ma- jority of those who have failed FPG-tests do not report a reduction in self-confidence. Importantly, FPG-tests motivate a significant portion of students (37.9%) to study more, leading to enhanced learning outcomes. A large majority (80.1%) perceive a positive impact on learning, were many refer to increased awareness of their knowl- edge strengths and weaknesses. The tests encourage distributed practice and prac- tice testing, both recognized methods for improving learning. However, despite these benefits, the format of FPG-tests divides the subject areas into small parts which could potentially hinder students to perform well on more comprehensive tests. Fur- thermore, the tests probably do not provide a comprehensive basis for grading, which can be problematic if student groups are solely assessed based on FPG-tests. Overall, FPG tests provide valuable feedback to both students and teachers, help- ing to guide learning focus and contribute to a foundational understanding of the subject matter. This is crucial for overall academic success.