Comparing Two-Tiered and Multi-Tiered Grading Approaches: Students' Perspectives
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| Title: | Comparing Two-Tiered and Multi-Tiered Grading Approaches: Students' Perspectives |
|---|---|
| Language: | English |
| Authors: | Carl Parsons, Nga T. Nguyen, Caroline Joyce |
| Source: | Journal of Further and Higher Education. 2025 49(3):333-345. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Students, Grading, Grades (Scholastic), Pass Fail Grading, Feedback (Response), Student Evaluation, Student Attitudes, Nongraded Student Evaluation, Student Motivation, Foreign Countries, Preferences |
| Geographic Terms: | Australia |
| DOI: | 10.1080/0309877X.2025.2456928 |
| ISSN: | 0309-877X 1469-9486 |
| Abstract: | This study investigates medical student perspectives of two-tiered grading and multi-tiered grading systems across their academic program. It is unique in its kind as the participants in this study experienced both grading systems at the program level, enabling them to provide valuable comparisons and contrasts to articulate their preferences. Through analysis of eight focus group interviews and program documents, diverse attitudes towards two-tiered and multi-tiered grading methodologies are uncovered. While some students view grades as effective motivators and clear indicators of progress, others advocate for two-tiered systems, citing reduced stress and a more positive learning environment. However, concerns are raised regarding potential declines in motivation and ambiguity in two-tiered assessment systems, highlighting pivotal role of grades in extrinsic motivation. Moreover, students universally express the need for comprehensive feedback, regardless of grading methods, underscoring its vital link between academic performance and practical skills. The study stresses the complexity of students' perspectives on assessment systems and emphasises the necessity for a balanced approach that acknowledges students' varied motivations, effectively communicates program enhancements, and integrates robust feedback mechanisms in medical education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498300 |
| Database: | ERIC |
| Abstract: | This study investigates medical student perspectives of two-tiered grading and multi-tiered grading systems across their academic program. It is unique in its kind as the participants in this study experienced both grading systems at the program level, enabling them to provide valuable comparisons and contrasts to articulate their preferences. Through analysis of eight focus group interviews and program documents, diverse attitudes towards two-tiered and multi-tiered grading methodologies are uncovered. While some students view grades as effective motivators and clear indicators of progress, others advocate for two-tiered systems, citing reduced stress and a more positive learning environment. However, concerns are raised regarding potential declines in motivation and ambiguity in two-tiered assessment systems, highlighting pivotal role of grades in extrinsic motivation. Moreover, students universally express the need for comprehensive feedback, regardless of grading methods, underscoring its vital link between academic performance and practical skills. The study stresses the complexity of students' perspectives on assessment systems and emphasises the necessity for a balanced approach that acknowledges students' varied motivations, effectively communicates program enhancements, and integrates robust feedback mechanisms in medical education. |
|---|---|
| ISSN: | 0309-877X 1469-9486 |
| DOI: | 10.1080/0309877X.2025.2456928 |
