Studies suggest that schools which emphasize task goals-the engagement in academic tasks for the purpose of learning and improving-are more conducive to Black students' academic success and well-being than are those that emphasize ego goals-engagement for the purpose of excelling and besting others.

<p class="MainText">Some students believe that their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that. Students with this fixed mind-set become excessively concerned with how smart they are, seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999, 2006). The desire to learn takes a backseat.</p> <p class="MainText">Other students believe that their intellectual ability is something they can develop through effort and education. They don't necessarily believe that anyone can become an Einstein or a Mozart, but they do understand that even Einstein and Mozart had to put in years of effort to become who they were. When students believe that they can develop their intelligence, they focus on doing just that.</p>

<p class="articletext">Researchers have found three consistent effects of using – and especially, emphasizing the importance of – letter or number grades:</p> <p class="articletext">1.&nbsp; Grades tend to reduce students’ interest in the learning itself.&nbsp;</p>

2.&nbsp; Grades tend to reduce students’ preference for challenging tasks.

3.&nbsp; Grades tend to reduce the quality of students’ thinking.

<p>When writing, let’s say, to the teacher, you are communicated to be evaluated.&nbsp; Assessment is the outcome, based on some set of expectations involving skills and/or knowledge. </p> <p>However, when writing to an authentic audience, what you are trying to earn is not an evaluation (though there may be one coming in the process).&nbsp; What you are writing for is a <span style="font-weight: bold; font-style: italic;">response</span>, and that response will be directed toward what you have invested in the work, not just the facts you have included or the skills you have demonstrated.</p>

One thing that was surprising to the students and to me was the comments thanking the students. I think that was new for them, having someone appreciate that they did this work.