The Impact of the Pass-Fail System upon Achievement of College Students

Performance and Attitude of Student Teachers as Affected by Two Gradin Systems

“…These results are in contrast to those reported by others (Karlins, Kaplan, and Stuart, 1969;Quann, 1970;Meisenholder, 1971;Stallings and Smock, 1971;Gold, Reilly, Silberman, and Lehr, 1971;von Wittich, 1972) who examined performance in pass-fail courses and found achievement to be lower than in courses graded A-F. A major difference in the present study, however, was that student teaching is the culminating course in the major area rather than an elective or a required course outside the major area, as was the case in many of the previously mentioned studies. These results are in contrast to those reported by others (Karlins, Kaplan, and Stuart, 1969;Quann, 1970;Meisenholder, 1971;Stallings and Smock, 1971;Gold, Reilly, Silberman, and Lehr, 1971;von Wittich, 1972) who examined performance in pass-fail courses and found achievement to be lower than in courses graded A-F. A major difference in the present study, however, was that student teaching is the culminating course in the major area rather than an elective or a required course outside the major area, as was the case in many of the previously mentioned studies.…”

The Impact of Self-Grading on Performance and Evaluation in a Constitutional Law Course

“…This possibility is supported indirectly by research indicating that pass-fail grading has a negative effect on academic achievement (GDid et al, 1971;Von Wittich, 1972 ;Bain et al, 1973). Second , self-grading might increase learning by reducing anxiety and replacing "cramming" with more meaningful activity.…”

A study of grade inflation in the Industrial Education Department at Iowa State University

“…Many educators (Gold et al, 1971;Von Wittich, 1972;Kaplan and Stuart, 1969) expressed their concern with the grading alternatives, es pecially Pass/Fail variations, including passing with honors or with excellence (Wolansky and Oranu, 1978). The following pros and cons are given for the traditional letter grades and the Pass/Fail variation.…”

“…Permits students to divert some energy away from grade-oriented studying to develop an intrinsic motivation to learn (Gold et al, 1971;Geisinger, 1979;Sgan, 1970;Von Wittich, 1972;Bain et al, 1971;"Reporting pupil progress," 1977).…”

“…Seem to be unexpected by some as a "D" grade which represents pressures of traditional grading for students close to failing (Gronlund, 1974;"Reporting pupil progress," 1977;Sgan, 1970;Von Wittich, 1972;Gold et al, 1971;Bain et al, 1971). …”