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Arguments for Plus/Minus Grading: A Case Study.

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Title: Arguments for Plus/Minus Grading: A Case Study.
Authors: Bressette, Andrew
Source: Educational Research Quarterly. Mar2002, Vol. 25 Issue 3, p29. 13p.
Subjects: Pass-fail grading system, Grading of students, Higher education, Educational tests & measurements
Abstract: The issues of grading systems and policies continue to be a hotly debated topic in higher education. One central issue is whether faculty and students are better served by the adoption of a plus minus grading system. The present paper addresses the following four major reasons to use plus/minus grading: reduced grade inflation, better differentiation among students, increased student motivation, and enhanced image of grades and an undergraduate degree. Additionally, using grade data collected, the impact of plus minus qualifiers on student grade point averages (GPAs) was predicted in light of the major reasons. Ultimately, the faculty concluded that the adoption of plus minus grading would have a positive impact in each of these areas. It is expected that the summary and statistical analyses presented here will be of great benefit to anyone considering such a change. [ABSTRACT FROM AUTHOR]
Copyright of Educational Research Quarterly is the property of Educational Research Quarterly 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: Psychology and Behavioral Sciences Collection
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  Data: Arguments for Plus/Minus Grading: A Case Study.
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  Data: The issues of grading systems and policies continue to be a hotly debated topic in higher education. One central issue is whether faculty and students are better served by the adoption of a plus minus grading system. The present paper addresses the following four major reasons to use plus/minus grading: reduced grade inflation, better differentiation among students, increased student motivation, and enhanced image of grades and an undergraduate degree. Additionally, using grade data collected, the impact of plus minus qualifiers on student grade point averages (GPAs) was predicted in light of the major reasons. Ultimately, the faculty concluded that the adoption of plus minus grading would have a positive impact in each of these areas. It is expected that the summary and statistical analyses presented here will be of great benefit to anyone considering such a change. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Research Quarterly is the property of Educational Research Quarterly 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.)
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