Effects of Two Grading Contingencies on Practicum Assignments with Trainees in a Severely Multiply Handicapped Program

Abstract

This study compared the effects of grading contingencies on the practicum assignments of four trainees in a Severely Multiply Handicapped (SMH) teacher-training program. The 21 assignments required for the Advanced Practicum were divided into four blocks and then randomly assigned to two grading strategies. An ABAB reversal design was employed alternating grading strategies across the blocks of assignments. In Strategy A the students received their final grade for the first product they submitted. In Strategy B the students were allowed to resubmit their work until “A”-level grading criterion was reached, thus an “A” was guaranteed. In each condition feedback from practicum supervisors on each assignment was standardized and revisions were required on all assignments until “A”-level grading criterion was reached. The effects of the two grading contingencies were assessed by examining the first product submitted and the number of revisions required to reach “A”-level grading criterion under each strategy. Results indicated very little difference between the two grading contingencies.