Undergraduates completed one of two questionnaires that were identical except for the course grading system, pass-fail vs letter grades. The "overjustification hypothesis," which proposes that grades undermine high intrinsic interest but augment low interest in academic tasks, was partially supported. Questions concerning the classroom…

The study examined differences in the classroom grading procedures of 91 preservice teachers for labeled versus nonlabeled gifted students. Ss were randomly assigned to one of three conditions: nonlabeled, labeled achiever, or labeled underachiever. Ss were given packets containing student writing samples and were asked to score the papers…

The faculty's grading practices at Harcum Junior College were determined by questionnaires in 1967 and in 1969. Recommendations for changing the grading procedure were invited. Little change was noted from 1967 and 1969. In the recent study, however, fewer faculty members assigned grades on the basis of class curves alone; more were using a…

Deans of Instruction or Presidents of 94 junior colleges were asked what percentage of their faculty used a non-punitive A, B, C, W (withdraw) grading system, with no failing or F grade. The data shows a growing interest in such grading practices. There are three main arguments in favor of non-punitive grading: (1) an F grade is a double penalty,…

Author examines objective and subjective marking and considers that the more flexible subjective approach has gained credibility and respectability.'' (Editor)

Article is a satire about one Theodore Large who graduated from college with a 4.3 average on a 4.0 system and how he did it. (GB)

The author believes that since the grading systems presently employed are meaningless, a combination of student self-evaluation plus teacher scrutinization plus teacher-parent-student conferences could be the formula for the future. (RY)