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Reed, D., Shanafelt, T., Satele, D., Power, D., Eacker, A., Harper, W., et al. (2011) Relationship of Pass/Fail Grading and Curriculum Structure with Well-Being among Preclinical Medical Students: A Multi-Institutional Study. Academic Medicine, 86, 1367-1373.
https://doi.org/10.1097/ACM.0b013e3182305d81

has been cited by the following article:

• TITLE: Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning

  AUTHORS: Sherri Melrose

  KEYWORDS: Pass/Fail Grading, Discretionary Grading, Norm-Referenced Grading, Criteria-Referenced Grading

  JOURNAL NAME: Open Journal of Nursing, Vol.7 No.2, February 14, 2017

  ABSTRACT: This article provides a snapshot of pass/fail and discretionary grading approaches, highlighting the advantages and disadvantages of each. Norm-referenced 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.