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Related Experiment Videos

Pass/fail versus A-F grading: a comparative study.

D L Hall, T B Taft

    Journal of Dental Education
    |May 1, 1976
    PubMed
    Summary
    This summary is machine-generated.

    Grading systems, whether letter grades or pass/fail, did not significantly impact student achievement in a major field of study. This finding suggests grading method has minimal effect on academic performance when other factors are controlled.

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    Area of Science:

    • Educational Psychology
    • Academic Assessment

    Background:

    • Traditional grading systems (letter grades) are widely used in higher education.
    • Alternative grading systems, such as pass/fail, are sometimes proposed to reduce student stress and promote deeper learning.
    • The impact of different grading systems on student achievement requires further empirical investigation.

    Purpose of the Study:

    • To compare student academic achievement under two distinct grading systems: traditional letter grades versus a pass/fail system.
    • To investigate the influence of grading policies on learning outcomes in a controlled academic environment.

    Main Methods:

    • A class was divided, with one half assigned to a letter grade (A-F) and the other half to a pass/fail grading system.
    • Students were randomly assigned to grading conditions, preventing self-selection bias.

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  • Achievement was measured using three distinct examinations within a major field of study, with minimal external academic competition.

    • Main Results:

    • No statistically significant differences in student achievement were observed between the letter grade group and the pass/fail group.
    • Performance on all three examinations was comparable across both grading conditions.
    • The grading system employed did not appear to influence the level of academic achievement demonstrated by students.

    Conclusions:

    • The choice of grading system (letter grade vs. pass/fail) does not appear to affect student achievement in a major course.
    • Educational institutions may consider alternative grading systems without necessarily compromising academic outcomes.
    • Further research could explore student perceptions and long-term effects of different grading policies.