Experiments comparing ungraded college classes to classes with grades found that
Experiments comparing ungraded college classes to classes with grades found that
Options:
(a) Performance was higher in ungraded classes
(b) The drop rate in ungraded classes is much higher
(c) Achievement in the two types of classes is about the same
(d) Students in ungraded classrooms achieve less
✅ Correct Option: (c) Achievement in the two types of classes is about the same
Explanation (200+ words):
Research comparing graded and ungraded college classes has consistently shown that overall academic achievement does not differ significantly between the two systems. While graded classes use marks, percentages, or letter grades as incentives, ungraded classes focus more on feedback, mastery, and intrinsic motivation. Studies indicate that although students in ungraded classes may feel less anxiety and show greater interest in learning, their actual achievement—measured through standardized assessments or equivalent performance tasks—is roughly the same as students in graded classes. Grades tend to function more as motivators or signals of performance rather than as direct determinants of learning. Ungraded classes often emphasize formative feedback, self-evaluation, and learning for understanding rather than competition. However, graded systems provide structure and clarity for students accustomed to traditional evaluation. Research suggests that neither system has a clear advantage in terms of achievement outcomes alone. Therefore, the most accurate conclusion supported by experimental evidence is that achievement in graded and ungraded classes is approximately the same, making option (c) correct.
10 Related PPSC Facts:
Grades are not the sole motivator of learning. Ungraded classes reduce anxiety. Feedback plays a key role in learning. Achievement can be measured without grades. Intrinsic motivation may increase without grades. Research shows similar performance levels. Grades mainly affect motivation, not ability. Learning outcomes depend on instruction quality. Assessment systems vary across institutions. Evidence-based conclusion for exams.