"participation points" is a correct and usable term in written English.
You can use it when talking about points that are awarded for participating in activities or events. For example: "Students can earn participation points by attending class regularly and submitting assignments on time."
All participants had the option to choose between acquiring participation points required for the first year of study or a financial reward.
These participation points seemed to provide students with an additional motivation to participate in the discussion, especially in the beginning of the course.
Bringing in an article would count for participation points, which represented a major contributor to each student's grade in the discussion section.
To pass the course, you need to get at least half of the cumulative quiz points, half of the presentation points, half of the peer reviewing points, and half of the class participation points.
She said she would correct such language in class, but added how repeated use of oppressive and hateful language would result in removal from class without attendance or participation points, failure of the assignment, and – in extreme cases – failure for the semester.
Some instructors simply use clicker votes to count as participation points, just as they might grade students in discussions.
Republican party officials have defended the decision to limit participation, pointing out that the chasing pack will get a chance to debate separately before the main event.
Existing research suggests that psychological factors not only affect self-reported physical health in ankylosing spondylitis, but also mental health and worker participation, pointing to the societal relevance of the issue [ 9].
These results, paired with the other studies, demonstrate that both conditions lead to equal learning but that the participation-point condition leads to more complex student discussions.
In an experiment explicitly designed to test how grading scheme impacts learning, Willoughby and Gustafson (2009) found that although students answered more clicker questions correctly when points were earned based on correctness, this grading scheme did not lead to an increase in achievement on a posttest relative to the participation-point condition.
We found that they played a key part in ensuring continuity, encouraging participation, summarising points, explaining complexities, drawing links between contributions, inviting response and consolidating information.
