Impact of Displaying Grades Vs. Not Displaying Grades on Academic Performance and Emotional Outcomes While Delivering Feedback Comments: A Longitudinal Study
Lower secondary (grades 7–9) Upper secondary Feedback and assessment
Links to claims
Limits (1)
| Claim | Basis |
|---|---|
| C4 | Secondary school (99 students, four intact classes, about 92 analysed): with brief comments on every task, the class that started seeing grades scored lower on the next task (5.40 vs 6.80 out of 10), and the gap was gone one task later (6.86 vs 6.73). Grades+comments vs comments, no grade-only arm, so not a kill-test of C4. Full text checked 2026-11-11. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Impact of Displaying Grades Vs. Not Displaying Grades on Academic Performance and Emotional Outcomes While Delivering Feedback Comments: A Longitudinal Study (2025)
Källa: https://doi.org/10.1080/10627197.2025.2455128 (Educational Assessment 30(1), 21–40)
Verified content
- 99 Spanish secondary-school students in four classroom groups, alternating phases of grade display and non-display while feedback comments were kept constant (within-person longitudinal design).
- Full text (Table 3, p. 10): performance means Display/Non-display 5.89, 5.81, 6.80, 6.73; Non-display/Display 6.37, 5.83, 5.40, 6.86. The only significant between-condition difference was at T3 (p < .001), when one class had just started seeing grades; by T4 the classes were level. Negative emotions higher with grades shown at T3 (p = .039), back to earlier levels at T4.
- Comments were brief, mostly corrections and verification; classes (two per condition) were assigned at random within grade, but pupils were analysed individually; no preregistration mentioned.
- Read: full text (legal open-access copy, private; checked 2026-11-11 in study mining). The earlier "abstract only (paywall)" line was out of date. Compares grades plus comments with comments alone, not grades alone with task feedback, so it is not a C4 kill-test.
Metadata as recorded
- ID
- FB-010
- Tier
- quasi/longitudinal
- Titel
- Impact of Displaying Grades Vs. Not Displaying Grades on Academic Performance and Emotional Outcomes While Delivering Feedback Comments: A Longitudinal Study
- År
- 2025
- Källa/DOI
- https://doi.org/10.1080/10627197.2025.2455128 (Educational Assessment 30(1), 21–40)
- Åldersgrupp
- grundskola-hog;gymnasium
- Teman
- feedback-bedomning
- Hämtad
- 2026-10-15
- Full text (fetched 2026-10-16, legal open-access copy, private)
- fulltext.pdf + — via unpaywall: https://doras.dcu.ie/30750/1/Impact-of-Displaying-Grades-Vs-Not-Displaying-Grades-on-Academic-Performance-and-Emotional-Outcomes-While-Delivering-Feedback-Comments-A-Longitudinal-StudyEduca.pdf
The original files (PDF or abstract) are kept in the project archive and are not published here.