Author(s)

Sherri Melrose

Centre for Nursing and Health Studies, Athabasca University, Athabasca, Alberta, Canada.

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.

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

Melrose, S. (2017) Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning. Open Journal of Nursing, 7, 185-192. doi: 10.4236/ojn.2017.72016.