Abstract ABSTRACT: The effect of two different grading plans on student performance in an elementary accounting course was evaluated. Two sections of students were taught in the same manner; however, their examinations and other work were scored by different rules. After 6 weeks of differing treatment, the performance of the two groups was compared. Data analysis revealed that the group which had received no partial credit performed significantly better than the group which had received partial credit. For the remainder of the semester, both groups were graded using no partial credit rules and the group originally graded with the less effective method recovered.
Ronald Benedict Pawliczek (Fri,) studied this question.
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