Self-reported grades refer to the practice of students providing their own assessments of their academic performance. This practice is common in various educational settings, ranging from primary schools to universities. Self-reported grades are often used as a proxy for actual grades, especially when there is a lack of objective measures of academic performance. The practice of self-reported grades has generated significant interest among researchers and educators, and this article aims to provide an overview of the subject and its implications.
History and Context of Self-Reported Grades
The practice of self-reported grades is not new. It has been used in various forms for many years. For example, in the 1970s, the University of Michigan asked students to self-report their grades, and the results were found to be highly correlated with actual grades (Marsh & Roche, 1997). In recent years, the use of self-reported grades has become more widespread, particularly in online courses where objective measures of academic performance may not be available.
Self-reported grades are often used in conjunction with other measures of academic performance, such as standardized test scores, to provide a more comprehensive assessment of student learning. Some educators believe that self-reported grades can provide a more accurate picture of a student’s academic performance than standardized tests, which may not capture all aspects of student learning. Additionally, self-reported grades can be used to motivate students to take ownership of their academic performance and to set goals for improvement (Schunk, 1991).
Benefits of Self-Reported Grades
Self-reported grades have several benefits that make them a valuable tool in educational settings. One of the primary benefits of self-reported grades is that they can provide a more complete picture of a student’s academic performance. Unlike standardized tests, which may only measure certain aspects of student learning, self-reported grades can capture a broader range of skills and knowledge. Self-reported grades can also provide insight into a student’s self-perception of their academic abilities, which can be useful in identifying areas where the student may need additional support.
Another benefit of self-reported grades is that they can be used to motivate students to take ownership of their academic performance. When students are asked to assess their own academic performance, they are more likely to engage in self-reflection and goal-setting (Schunk, 1991). This can lead to increased motivation to learn and to improve academic performance.
Finally, self-reported grades can be a cost-effective way to assess student learning. Objective measures of academic performance, such as standardized tests, can be expensive and time-consuming to administer. Self-reported grades can be collected quickly and easily, and they can be used to supplement other measures of academic performance.
Limitations of Self-Reported Grades
While self-reported grades have several benefits, they also have some limitations that should be considered. One of the primary limitations of self-reported grades is that they may not be an accurate reflection of a student’s actual academic performance. Students may overestimate their academic abilities or may be influenced by biases and stereotypes (Kuncel & Crede, 2013). Additionally, students may be hesitant to report low grades, which can lead to an overrepresentation of high grades.
Another limitation of self-reported grades is that they may be influenced by external factors, such as the student’s mood or level of motivation at the time of reporting. For example, a student who is feeling particularly confident on the day of the self-report may give themselves higher grades than they would on a day when they are feeling less confident.
Finally, self-reported grades may not be appropriate for all students or in all educational settings. For example, younger students may not have the self-awareness or vocabulary to accurately report their academic performance. Additionally, self-reported grades may not be appropriate in highly competitive academic environments where students may be more likely to inflate their grades in order to gain a competitive advantage.
Implications for Educators
Despite the limitations of self-reported grades, educators can still use this tool to support student learning and development. One way to do this is to use self-reported grades as part of a broader assessment strategy that includes other measures of academic performance, such as standardized tests and teacher evaluations. By triangulating data from multiple sources, educators can get a more complete picture of a student’s academic performance and identify areas where additional support may be needed.
Another way to use self-reported grades is to incorporate them into goal-setting and self-reflection activities. For example, educators can ask students to set goals for their academic performance and to regularly assess their progress towards these goals. By engaging students in this process, educators can help them take ownership of their academic performance and develop important self-regulation skills.
Finally, educators can use self-reported grades to support student motivation and engagement. For example, educators can provide regular feedback to students on their self-reported grades and encourage them to set ambitious yet attainable goals for improvement. By providing students with opportunities to succeed and to see the connection between effort and academic performance, educators can help foster a growth mindset and a love of learning.
Self-reported grades can be a valuable tool in educational settings. They can provide a more complete picture of a student’s academic performance, motivate students to take ownership of their learning, and be a cost-effective way to assess student learning. However, self-reported grades also have limitations and should be used in conjunction with other measures of academic performance. By incorporating self-reported grades into a broader assessment and support strategy, educators can help students develop important self-regulation skills, foster a growth mindset, and achieve their full academic potential.
References
Kuncel, N. R., & Crede, M. (2013). Self-report measures of personality and intelligence predict academic performance in undergraduate students. Educational Psychology, 33(6), 809-825.
Marsh, H. W., & Roche, L. A. (1997). Making students’ evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187-1197.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231.