Pass/Fail Grading Versus Tiered Grading in a Theoretical Psychology Course: An Evaluation

Pass/fail grading is increasingly used in skills-based education, where prior research suggests it can be effective. However, its applicability to theoretical courses—which comprise most Psychology curricula—remains unclear. This study compared two cohorts in a theoretical psychology undergraduate course: one assessed using tiered grading, and a subsequent cohort assessed using pass/fail grading. Using quantitative and qualitative data, the study examined student motivation, engagement, and knowledge transfer and retention, as well as students’ and teachers’ experiences. Quantitative findings showed no differences between cohorts in engagement, knowledge transfer, or retention, although the pass/fail cohort reported slightly lower intrinsic and extrinsic motivation. In focus groups, both students and teachers described lower stress levels in the pass/fail cohort. As the study compared sequential cohorts rather than randomly assigning students to grading conditions, the findings cannot establish causal effects of grading system. Nevertheless, the findings suggest that pass/fail grading in theoretical education may be associated with comparable learning outcomes, potentially lower stress, but also slightly lower motivation.