A Controlled Experiment Testing the Effect of Unconditional 100% Exam Scores on Long-Term Retention

Author

  • Andrew Neff

Full text (open access)

Abstract

  • Ungrading is the practice of removing traditional grading systems, often based on the belief that grades do not adequately reflect student knowledge or that they undermine deeper learning. The value of ungrading, particularly considering major assignments like exams, is supported mostly by theoretical scholarship and qualitative studies. This article describes a controlled experiment testing whether it is detrimental to give students an unconditional 100% on a test, in terms of future performance on that same test. These experiments took place over three semesters, at two universities, in two different undergraduate classes (neuroscience and psychology), including a total of 409 students. Results were mixed: during the first two semesters, when comparing students who were originally graded to those who were not, there was no difference in performance on that same test 2-3 months later. However, in the final semester, students who were traditionally graded scored 4-5% better on the same test one week to six weeks later. Consequently, this data supports the broader testing of diverse grading practices, including transcripts that do not contain grades.

Date

  • September, 2024

Citation

Areas

  • Psychology

Biography

  • Andrew Neff is a former professor of psychology and neuroscience and is currently on family leave, caring for his three children while finishing his textbook, Foundations of Biological Psychology (forthcoming with Cambridge University Press).

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