image: Professor Noemi Katznelson, head of Danish Centre for Youth Research (CeFU) at Aalborg University
Credit: (Aalborg University)
Freedom from exams and grading appears to create a framework for improved well-being and deeper academic engagement. But to realize this potential, a well-developed feedback culture is essential.
That is the conclusion of a new study from the Danish Centre for Youth Research (CeFU) at Aalborg University.
"The study shows that removing grades opens up space for different teaching methods, which in turn allow for new forms of motivation among many students" - Professor Noemi Katznelson, Aalborg University
The study is based on interviews with teachers and students at independent schools (friskoler) and continuation boarding schools (efterskoler), as well as a questionnaire completed by 626 students aged 7 to 16 attending these schools.
“You don’t automatically get better learning outcomes and well-being just by removing exams and grades. What really matters is what you put in their place — how you foster motivation, learning, and reduce pressure,” says Professor Noemi Katznelson, head of CeFU and co-author of the study along with four colleagues.
The report, "Schools Without Exams and Grades," has just been published as a book (in Danish).
The exam- and grade-free environment at these schools contains several potential benefits, but they are only partially being realized.
“The study shows that removing grades opens up space for different teaching methods, which in turn allow for new forms of motivation among many students. Students say it can increase curiosity and engagement, boost confidence, reduce fear of failure, support the development of personal interests, and strengthen both academic and social relationships in the classroom,” says Katznelson.
Friskoler and efterskoler are types of school in Denmark that feature a high degree of autonomy and engagement from parents and students. They are publicly funded but operate independently of the municipal school system.
More desire to learn and engage deeply in academic subjects
According to the study, 46 percent of the efterskole students and 66 percent of the friskole students say it is easier to concentrate on academic work when they don’t receive grades or have to take exams.
Likewise, 45 percent of efterskole students and 53 percent of friskole students report that they feel they learn more when grades and exams aren’t part of the picture.
However, between one quarter and one fifth of students surveyed say that not having exams and grading negatively affects their motivation and self-discipline. And nearly half of all students feel it becomes harder to assess where they stand academically.
The study also shows that grade- and exam-free teaching may disproportionately benefit academically strong students. As a result, there is a need to differentiate feedback practices to ensure all students are supported.
All students — especially those who struggle — need clear and constructive feedback about their academic progress. There is untapped potential in strengthening feedback culture at these schools.
“There’s a general need to improve how feedback is practiced and to develop a strong school-wide feedback culture. While all students are affected in different ways, a lack of structure can negatively impact some students’ motivation and occasionally lead to a loss of meaning and direction in learning,” says Professor Noemi Katznelson.
10 Research-Based Recommendations for Schools Working with Feedback:
- Focus on understanding and supporting student motivation.
- Balance different motivational approaches.
- Clarify your educational goals for students.
- Strengthen the school’s feedback culture.
- Provide teachers with time and support.
- Use both formative and summative feedback.
- Explore opportunities for summative feedback without grades.
- Connect formative and summative feedback strategies.
- Help develop a shared language for summative feedback.
- Consider the three dimensions of feedback: content, relationships/emotions, and organization
Facts
About the study, which has just been published as a book: "School Without Exams and Grades - On Motivation and Feedback at Independent and Continuation Schools Working Without Exams and Grades." By Noemi Katznelson, Marie Neergaard, Niels Ulrik Sørensen, Arnt Vestergaard Louw, Barbara Marstrand, and Søren Christian Krogh, Danish Centre for Youth Research, Aalborg University.
Qualitative data:
- Collected at three independent schools (friskoler) and three continuation boarding schools (efterskoler)
- A total of 45 student interviews: 21 students from 9th grade at independent schools and 24 students from 10th grade at continuation schools
- 6 group interviews with 8 teachers from continuation schools and 8 teachers from independent schools
- 18–20 hours of classroom observations in both 9th and 10th grade
Quantitative data:
- A questionnaire survey with a total of 626 young people
- 424 continuation school students and 183 independent school students (corresponding to a response rate of approximately 35% for both school types, which is considered a reasonable response rate), with a distribution of 27.2% from 9th grade and 73.8% from 10th grade
- A questionnaire survey with a total of 44 school leaders at exam-free independent and continuation schools