Academic Attitudes and Performance as a Function of Differential Grading Systems
- 1 March 1969
- journal article
- research article
- Published by Taylor & Francis in The Journal of Experimental Education
- Vol. 37 (3) , 38-50
- https://doi.org/10.1080/00220973.1969.11011129
Abstract
An empirical investigation of the Princeton University pass-fail system is presented. Findings based on questionnaire and academic performance data indicate that the pass-fail grading alternative is not the panacea that some educators envisioned. It is suggested that further study of the pass-fail system be undertaken before it becomes a permanent grading procedure in our Universities.Keywords
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