“Pass-fail grading also reduces competition and supports collaboration, and fosters intrinsic motivation which is key to self-regulated, lifelong learning.” (p.469) White, C. B., & Fantone, J. C. (2009). Pass–fail grading: laying the foundation for self-regulated learning. Advances in Health Sciences Education, 15(4), 469–477. doi:10.1007/s10459-009-9211-1
“In line with this scenario, students expecting a graded test increased their confidence and absolute accuracy of confidence judgments to a greater extent from mid-term to final test than students expecting a pass-fail test (Study 1 and 2). Moreover, the graded group decreased the bias of their confidence judgments more than the pass-fail group. Consequently, […]
“The grade point average score among students choosing the Pass/Fail scale is somewhat higher compared to students who choose the A-F grading scale. Reduced stress associated with writing the degree project motivates those who choose the Pass/Fail grading scale. Enhanced motivation to do a good job on the thesis work and perceived good chances of […]
“Students on the pass-fail system did not show any significant effects from first exam grades, but overall they received significantly lower grades than those on the traditional grading system.” (p.71) Thayer, R. E. (1973). Do Low Grades Cause College Students to Give Up? The Journal of Experimental Education, 41(3), 71–73. doi: 10.1080/00220973.1973.11011413
“Results indicated that student performance in a postgraduate psychology course was graded at a lower level under pass-fail marking, compared with a grade-based marking system. Students’ course marks were lower overall and were also significantly lower, based on the pass-fail scheme for one particular assignment that focused on students’ administration, scoring and reporting of a […]
“Pass-fail grading may reduce stress and increase group cohesion in medical students compared with traditional 5-interval grading.” (p.1443) Rohe, D. E., Barrier, P. A., Clark, M. M., Cook, D. A., Vickers, K. S., & Decker, P. A. (2006). The Benefits of Pass-Fail Grading on Stress, Mood, and Group Cohesion in Medical Students. Mayo Clinic Proceedings, […]
“We examined how achievement (learning and performance) goals and academic self-efficacy predicted three achievement-related outcomes in a college sample. Self-efficacy tended to moderate the effects of (learning and performance) goals on number of courses taken for a letter grade as well as achievement in letter graded and pass/fail courses. Thus, learning goals better predicted choosing […]