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TEACHERS' MARKS AND PUPILS' EXPECTATIONS: THE SHORT‐TERM EFFECTS OF DISCREPANCIES UPON CLASSROOM PERFORMANCE IN SECONDARY SCHOOLS
Author(s) -
PICKUP ANTHONY J.,
ANTHONY W. S.
Publication year - 1968
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1968.tb02023.x
Subject(s) - psychology , pupil , term (time) , mathematics education , social psychology , developmental psychology , neuroscience , quantum mechanics , physics
S ummary . The research investigated ( a ) pupils' expected marks for a piece of work and their relationship to the actual mark for that work and ( b ) the effects of discrepancies between expected marks and teacher's marks. In classroom tests of normal classwork, it was found that actual marks tended to be less than expected marks, especially when actual mark was low. Discrepancies between pupils' expectations and teacher's mark were found to have no single motivational effect. However, there was a relationship between effectiveness of discrepancies and actual mark; the treatment of giving less marks than a pupil expected showed a slight tendency to be more effective than the opposite treatment when actual (objective) mark was high, but less effective when it was low. Thus it appears that the most usual treatment differed from the most effective treatment.