TY - JOUR
AU - Ferguson, Nancy A.
AB - 53 undergraduates enrolled in an educational psychology course were graded under 1 of 2 systems: norm referenced or criterion referenced. Achievement data were obtained from class examinations, and a questionnaire measured attitudes toward the course and various aspects of the grading method. Results suggest that student knowledge of performance on tests early in the term, in conjunction with knowledge of the grading system, influences performance on later tests (p < .05). Initial performance of Ss under the norm-referenced system had a more direct relationship with later performance than was the case with performance of Ss under a criterion-referenced system. No attitudinal differences were observed between groups.
TI - Differential effects of two grading systems on student performance
JF - Journal of Educational Psychology
DO - 10.1037/h0077022
DA - 1975-04-01
UR - https://www.deepdyve.com/lp/american-psychological-association/differential-effects-of-two-grading-systems-on-student-performance-cbbhICGAff
SP - 253
EP - 258
VL - 67
IS - 2
DP - DeepDyve
ER -