Individual Preferences on Grading Systems in Dental Schools - Dentistry & Oral Health
The objective of this study was to determine the type of grading system (pass/fail, pass/fail/pass with honors, traditional A-F grading) that individuals prefer in a sample of U.S. dental schools. Fifteen U.S. dental schools were selected, six of which used some type of pass/fail grading, the remainder used traditional grading and were randomly selected from a list of all U.S. dental schools. Six
schools of the fifteen received the questionnaire which included demographic questions, questions on status as student or faculty, questions on current school grading system and individual preference for grading system types. Data was analyzed using an ANOVA with post hoc analysis using the Bonferroni method. Faculty significantly strongly disagree with pass/fail grading as compared to
students (p=0.001, CI 3.07-3.70). Additionally dental school faculty were more likely to disagree with the pass/fail/pass with honors grading system than first and second year dental students (p=0.001, CI 2.74-3.38). Faculty agree significantly more with traditional grading compared to students. (p=0.001, CI 2.10-2.77). Overall faculty prefer traditional grading and disagree with pass/fail grading of both types especially compared to first and second year students concerning pass/fail/pass with honors grading. This study will add to a growing body of research on the benefits, risks and effects of varying types of grading systems used in dental schools and their relation to the potential success of students both in dental education and those entering into dental postgraduate education programs.
schools of the fifteen received the questionnaire which included demographic questions, questions on status as student or faculty, questions on current school grading system and individual preference for grading system types. Data was analyzed using an ANOVA with post hoc analysis using the Bonferroni method. Faculty significantly strongly disagree with pass/fail grading as compared to
students (p=0.001, CI 3.07-3.70). Additionally dental school faculty were more likely to disagree with the pass/fail/pass with honors grading system than first and second year dental students (p=0.001, CI 2.74-3.38). Faculty agree significantly more with traditional grading compared to students. (p=0.001, CI 2.10-2.77). Overall faculty prefer traditional grading and disagree with pass/fail grading of both types especially compared to first and second year students concerning pass/fail/pass with honors grading. This study will add to a growing body of research on the benefits, risks and effects of varying types of grading systems used in dental schools and their relation to the potential success of students both in dental education and those entering into dental postgraduate education programs.
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