In what is the only controlled experiment on the incentive value of letter grades in the university classroom, students were randomly assigned to 1 of 3 conditions: conventional letter-grading, pass-fail, or nonevaluation. During the semester in which the experiment was conducted, the pass-fail students studied only 50% as much and achieved 89% as…

In a questionnaire on selected school practices, schools were identified where pass/fail grading is being tried, and letters requesting additional information were sent to the schools thus identified. The plans reported by the 26 respondents are outlined in a summary section. Twenty of the replies described plans in individual secondary schools;…

Research studies that have investigated the use of mastery testing models and other related techniques are examined. A review of the procedures suggested for setting the pass fail point is also discussed. (Author/DEP)

This article discusses the inadequacy of the accepted systems of grading students and proposes the use of student evaluation profiles as a more efficient means of evaluating achievement. (DMT)

A common practice in some certification fields (e.g., information technology) is to draw items from an item pool randomly and apply a common passing score, regardless of the items administered. Because these tests are commonly used, it is important to determine how accurate the pass/fail decisions are for such tests and whether fairly small,…

The purposes of this study were: to determine if the pass-fail option was primarily exercised in courses outside the academic majors of university students; and to examine the reasons for electing and the influence of pass-fail on learning, motivation, anxiety, and grade aspiration. (Authors)

Students utilizing their pass-fail options took more total hours and in addition, earned a higher quarterly gradepoint average than eligible students enrolled exclusively in A-F hours. (Authors)

Describes an experiment in which the achievement of a high school class graded on a pass-no pass system was found to be equal to that of a close receiving traditional letter grades. (SP)

The authors conclude that the pass fail option appears to have little effect on general rated satisfaction with courses and instructors, but generates a special type of dissatisfaction completely different from that of traditionally graded students. (Author)

A survey of the literature points to the conclusion that research thus far has failed to substantiate the success of the pass fail grading option. In light of these findings, it is noted that faculties throughout the country continue to adopt the program. (Author/BY)

In this study it was found that student attitudes toward grading policy at the university are not closely related either to their aspiration for grades or to their actual grade achievement. The evidence suggests that a majority of students favor pass or fail grading because they dislike competition, tests, and study. (Author/BY)

Describes the development and implication of a pass-fail grading system for student teaching at Central Michigan University. (RT)

The uses and abuses of cut scores are examined. The article demonstrates (1) that cut scores always entail judgment; (2) that cut scores inherently result in misclassification; (3) that cut scores impose an artificial dichotomy on an essentially continuous distribution of knowledge, skill, or ability; and (4) that no true cut scores exist. (SLD)

Two methods for estimating measures of pass-fail reliability are derived, by which both theta and kappa may be estimated from a single test administration. The methods require only a single test administration and are computationally simple. Both are based on the Spearman-Brown formula for estimating stepped-up reliability. The non-distributional…