Centre for Nursing and Health Studies >
Dr. Sherri Melrose >
Please use this identifier to cite or link to this item:
|Title: ||Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning|
|Authors: ||Melrose, Sherri|
|Keywords: ||Pass/Fail Grading|
|Issue Date: ||16-Feb-2017 |
|Citation: ||Melrose, S. (2017)
Pass/Fail and Discretionary Grading: A
Snapshot of Their Influences on Learning.
Open Journal of Nursing, 7, 185-192.
|Abstract: ||This article provides a snapshot of pass/fail and discretionary grading approaches,
highlighting the advantages and disadvantages of each. Normreferenced
and criterion-referenced grading practices and their associations
with learning are identified. A brief historical backdrop illustrates how grading
practices have evolved. The inherent subjectivity of grading is emphasized.
Pass/fail grading supports intrinsic motivation and self-direction, but limits
opportunities for recognizing excelling students. Discretionary grading, which
includes letter (F− to A+) and numeric (0% to 100%) representations, supports
extrinsic motivation and self-improvement, but promotes unhealthy
competition. Both approaches have merit and can effectively measure student
achievement in nursing education programs.|
|ISSN: ||Online: 2162-5344|
|Appears in Collections:||Dr. Sherri Melrose|
Items in AUSpace are protected by copyright, with all rights reserved, unless otherwise indicated.