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Students' Perceptions of Different Grading Systems in Higher Education.

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Title: Students' Perceptions of Different Grading Systems in Higher Education.
Authors: Zarate, Kary1 (AUTHOR) kzarat2@illinois.edu, Tarconish, Emily1 (AUTHOR), Mason, Erica N.1 (AUTHOR), Hardy, Jessica K.1 (AUTHOR), Ray, Amber1 (AUTHOR)
Source: College Teaching. Jul-Sep2026, Vol. 74 Issue 3, p226-234. 9p.
Subject Terms: *Grading of students, *Higher education, *Self-efficacy in students, *Educational equalization, *Psychology of students, *Learning, Mental health
Abstract: Understanding students' perspectives of grading policies and practices in higher education is necessary for creating equitable learning experiences that support a variety of learners. Through a researcher-made survey, students (n = 56) reported how their course instructors' grading policies related to perceptions of student agency, emotional health, and content learning. Instructors of those courses utilized one of three approaches: traditional (e.g., points and letter grade systems), alternative (e.g., ungrading, removal of points and letters), or blended (i.e., a combination of traditional and alternative grading approaches). We analyzed students' responses using a Universal Design for Instruction framework. Students perceived there to be benefits and challenges to all approaches, further demonstrating that designing a grading system is complex and a necessary consideration during course planning and preparation for increased student equity and agency. [ABSTRACT FROM AUTHOR]
Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Students' Perceptions of Different Grading Systems in Higher Education.
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  Data: <searchLink fieldCode="JN" term="%22College+Teaching%22">College Teaching</searchLink>. Jul-Sep2026, Vol. 74 Issue 3, p226-234. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink>
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  Data: Understanding students' perspectives of grading policies and practices in higher education is necessary for creating equitable learning experiences that support a variety of learners. Through a researcher-made survey, students (n = 56) reported how their course instructors' grading policies related to perceptions of student agency, emotional health, and content learning. Instructors of those courses utilized one of three approaches: traditional (e.g., points and letter grade systems), alternative (e.g., ungrading, removal of points and letters), or blended (i.e., a combination of traditional and alternative grading approaches). We analyzed students' responses using a Universal Design for Instruction framework. Students perceived there to be benefits and challenges to all approaches, further demonstrating that designing a grading system is complex and a necessary consideration during course planning and preparation for increased student equity and agency. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194805136
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      – Type: doi
        Value: 10.1080/87567555.2024.2369848
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      – Code: eng
        Text: English
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        StartPage: 226
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      – SubjectFull: Grading of students
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Self-efficacy in students
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      – SubjectFull: Educational equalization
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      – SubjectFull: Psychology of students
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      – SubjectFull: Learning
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      – SubjectFull: Mental health
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              Text: Jul-Sep2026
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              Y: 2026
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