Plus/Minus Grading and Motivation: An Empirical Study of Student Choice and Performance
AbstractThis paper considers whether student motivation might be impacted by the replacement of a straight (A, B, C, D, F) grading system with a plus/minus system (A, A-, B+ . . . D-, F). The data that are examined are from several undergraduate economics classes at a mid-sized Midwestern university in the United States. The data includes student characteristics, student performance, and students' choices of either a plus/minus or a straight grading system. In this admittedly small scale study students, who chose plus/minus grading, were not significantly more motivated than students who opted for straight grading.
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Bibliographic InfoPaper provided by Ball State University, Department of Economics in its series Working Papers with number 200401.
Length: 12 pages
Date of creation: Jan 2004
Date of revision: Jan 2005
Publication status: Published in Assessment & Evaluation in Higher Education 30 no. 6 (2005): 571-579.
Student Motivation; Plus/Minus grading; undergraduate education;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2006-07-09 (All new papers)
- NEP-EDU-2006-07-09 (Education)
- NEP-MKT-2006-07-09 (Marketing)
- NEP-URE-2006-07-09 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- Tisha L. N. Emerson & Beck A. Taylor, 2004. "Comparing Student Achievement across Experimental and Lecture-Oriented Sections of a Principles of Microeconomics Course," Southern Economic Journal, Southern Economic Association, vol. 70(3), pages 672-693, January.
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