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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
FullText Text:
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  Data: Comparing Two-Tiered and Multi-Tiered Grading Approaches: Students' Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Carl+Parsons%22">Carl Parsons</searchLink><br /><searchLink fieldCode="AR" term="%22Nga+T%2E+Nguyen%22">Nga T. Nguyen</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+Joyce%22">Caroline Joyce</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Further+and+Higher+Education%22"><i>Journal of Further and Higher Education</i></searchLink>. 2025 49(3):333-345.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Pass+Fail+Grading%22">Pass Fail Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Nongraded+Student+Evaluation%22">Nongraded Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink>
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  Data: 10.1080/0309877X.2025.2456928
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  Data: 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.
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        Value: 10.1080/0309877X.2025.2456928
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      – Text: English
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        PageCount: 13
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    Subjects:
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Grading
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      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Pass Fail Grading
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Nongraded Student Evaluation
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      – SubjectFull: Student Motivation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Preferences
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      – SubjectFull: Australia
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      – TitleFull: Comparing Two-Tiered and Multi-Tiered Grading Approaches: Students' Perspectives
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