The Impact of International Evaluation System Versus the National Grading on Student Motivation to Learn at the Russian Higher Institution

摘要

The article analyzes the influence of the implemented international evaluation system alongside the existing national one on student motivation to learn. The role of Western General Point Average and European Credit Transfer System are considered for the assessment of student results which are evaluated using different grading scales at Southern Federal University in Russia. The paper views the results of the research throughout the grading period of Computer Engineering, Electronic Engineering and Economic Major students of undergraduate, graduate and postgraduate educational levels. The purpose of the research was to define what kind of grading system at the university appears to be the most motivating from the student point of view and why the international grade system does not motivate students to get high point grades. The gained results were based on the carried out surveys, testing, classroom observations, interviews, and questionnaire consisted of closed and opened questions. The main factors influenced the student belief towards the choice of the most motivating grading system for learning were discussed. The importance of the usage of transfer systems in the global academic environment is underlined. The study included data gained from 145 students, taking into account the multileveled educational environment at Southern Federal University. Recommendations for enhancing the impact of the international evaluation system on student motivation to learn are provided.