How does the interrelationship between power and FFTs affect students’ motivation?


Edwin Gravito


Edwin investigated the influence of minimal expected grades (MEGs) on Year 13s. Using Likert scale questionnaires and interviews, he found that 1) FFT predictions (and the notion of ‘smartness’ which they involve) are tools that classify students, and such classification affects students’ actions; 2) Students see their MEGs as ‘truths’ and they feel that these ‘truths’ affect their teachers’ actions and teachers’ impressions of students; 3) FFTs affect motivation by exercising power that impacts on the life of students and may hold them back; 4) Students create alternative ways of measuring their performance, which result in adaptive tendencies.

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