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Thematic Analysis of Students' Perceptions of Grading Practices in Physics

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Title: Thematic Analysis of Students' Perceptions of Grading Practices in Physics
Language: English
Authors: J. Caleb Speirs (ORCID 0000-0002-6987-0026), W. Brian Lane (ORCID 0000-0002-0157-8184), Naomi Laird
Source: Physical Review Physics Education Research. 2026 22(1).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Grading, Student Attitudes, Physics, Science Education, Teacher Student Relationship, Achievement Gains, Grades (Scholastic), College Students, Stress Variables, Educational Environment
DOI: 10.1103/pyvm-4s9t
ISSN: 2469-9896
Abstract: In the world of science, technology, engineering, and mathematics education practice, alternative grading strategies have been implemented and disseminated with the goal of reinforcing student outcomes like productive reasoning, motivation to learn, and sense of identity. However, while PER has successfully improved these outcomes through reformed instructional strategies, much less work has investigated how grading practices influence these outcomes. This dearth leaves PER without a framework readily available to formulate or interpret studies of alternative grading practices. To help address this gap, we surveyed N=9?4 students from introductory algebra-based and calculus-based physics courses, asking free-response questions about their experiences with and perspectives on grading in physics. We thematically coded their responses to identify themes in what they said grades represent (such as their effort invested in the course or their mastery of course content) and what effects they said grades produce (such as stress or an adversarial relationship with the instructor). We conducted focus groups to member-check these themes with the students. For themes about what they said grades represent, we further identify whether the student framed this representation positively ("Grades should represent my effort"), negatively ("Grades should not represent the features of a particular assignment"), or neutrally or in mixed terms. We particularly attend to whether students indicated that grades produce an adversarial relationship with their instructor, finding that a greater percentage of these students positively spoke of grades as representing improvement in their performance than among students who did not mention an adversarial relationship. We discuss how these themes offer insights into how we might further research alternative grading strategies, how students' perspectives on grades might influence the broader goals of PER, and implications for physics instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508079
Database: ERIC
FullText Text:
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  Data: Thematic Analysis of Students' Perceptions of Grading Practices in Physics
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  Data: <searchLink fieldCode="AR" term="%22J%2E+Caleb+Speirs%22">J. Caleb Speirs</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6987-0026">0000-0002-6987-0026</externalLink>)<br /><searchLink fieldCode="AR" term="%22W%2E+Brian+Lane%22">W. Brian Lane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0157-8184">0000-0002-0157-8184</externalLink>)<br /><searchLink fieldCode="AR" term="%22Naomi+Laird%22">Naomi Laird</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Physical+Review+Physics+Education+Research%22"><i>Physical Review Physics Education Research</i></searchLink>. 2026 22(1).
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
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  Data: 10.1103/pyvm-4s9t
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  Data: 2469-9896
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In the world of science, technology, engineering, and mathematics education practice, alternative grading strategies have been implemented and disseminated with the goal of reinforcing student outcomes like productive reasoning, motivation to learn, and sense of identity. However, while PER has successfully improved these outcomes through reformed instructional strategies, much less work has investigated how grading practices influence these outcomes. This dearth leaves PER without a framework readily available to formulate or interpret studies of alternative grading practices. To help address this gap, we surveyed N=9?4 students from introductory algebra-based and calculus-based physics courses, asking free-response questions about their experiences with and perspectives on grading in physics. We thematically coded their responses to identify themes in what they said grades represent (such as their effort invested in the course or their mastery of course content) and what effects they said grades produce (such as stress or an adversarial relationship with the instructor). We conducted focus groups to member-check these themes with the students. For themes about what they said grades represent, we further identify whether the student framed this representation positively ("Grades should represent my effort"), negatively ("Grades should not represent the features of a particular assignment"), or neutrally or in mixed terms. We particularly attend to whether students indicated that grades produce an adversarial relationship with their instructor, finding that a greater percentage of these students positively spoke of grades as representing improvement in their performance than among students who did not mention an adversarial relationship. We discuss how these themes offer insights into how we might further research alternative grading strategies, how students' perspectives on grades might influence the broader goals of PER, and implications for physics instruction.
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      – Text: English
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        PageCount: 16
    Subjects:
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Physics
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Stress Variables
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      – SubjectFull: Educational Environment
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