Abstract
This paper considers whether student motivation might be impacted by the replacement of a straight (A, B, C, D, F) grading system with a plus/minus system (A, A−, B+ … D−, F). The data that are examined are from several undergraduate economics classes at a mid‐sized midwestern university in the United States. The data includes student characteristics, student performance and students’ choices of either a plus/minus or a straight grading system. In this admittedly small‐scale study students, who chose plus/minus grading, were not significantly more motivated than students who opted for straight grading.
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