Giving Class Averages: Is It Worth It?

Abstract

The aim of this study was to test a scoring method for regular testing proposed by the authors which

provides feedback on test results to each student based upon his or her increases or decreases with the

previous test score (hereafter, Idio-comparative marking). The authors compared the Idio-comparative

scoring system with a regular ‘individual result together with class average’ method in an eight-week

long quasi-experimental study conducted with 52 first-year Japanese university students. The authors

aimed to gain an understanding of whether there were any salient statistical advantages in giving class

averages to students to compare with their own result, thus nullifying the Idio-comparative idea. The

study used a Pretest-Posttest design, with the results of an analysis of variance suggesting there to be no

statistically significant difference (p = .77) between the Idio-comparative Group and Give-average Group.

The authors suggest the Idio-comparative approach as one to be considered by language teachers in order to assist with building and preserving the confidence of the students participating in the class.

Keywords

• L2 Learning Motivation; Self-worth Theory; Assessment; Japanese university students; vocabulary acquisition

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