elsewhere (Kohn, 1999a, 1999b,
tell, every study that has investigated the unnecessary intellectual risks. They’ll
1999c), the research supports three
impact of grades on intrinsic motivation choose a shorter book, or a project on
robust conclusions:
n Grades tend to diminish students’
interest in whatever they’re learning.
A grading orientation and a learning
orientation have been shown to be
inversely related. Also, as far as I can
has found a negative effect.
n Grades create a preference for the
easiest possible task. Impress on stu-
dents that what they’re doing will
count toward their grade, and their
response will likely be to avoid taking
a familiar topic, to minimize the chance
of doing poorly—not because they’re
“unmotivated,” but because they’re
rational. They’re responding to adults
who, by telling them the goal is to get a
good mark, have sent the message that
© Lisa Haney
