Caroline Joyce¹
Angie (Nga) Nguyen² and Carl Parsons¹
1 Western Sydney Univiersity
2 University of New South Wales

Background
There is growing evidence moving to a pass/fail grading system improves students’ relationship with assessments. In multi-tiered grading programs, the motivation to learn is to achieve high grades rather than engage in a holistic learning experience (1). The move to pass- fail grading is expected to improve well-being, increase collaborative learning and cohort cohesion without compromising learning outcomes (2). However, there is limited evidence on the impact of a pass/fail system on students’ motivation to learn. 

Summary of work
This longitudinal study aims to understand the impact of a pass/fail grading system on student motivation. The Motivation Strategy Learning Questionnaire (3) will be used to assess students’ motivation to learn and their learning strategies at four time points as a medical program transition to pass/fail grading. 

Results
Results from the first time point indicates in a multi-tiered grading system first year students exhibit higher levels of extrinsic motivation compared to students in later years of the program. Additionally, self-efficacy was higher in both first and final year students. 

Discussion
Preliminary analysis suggests first year students exhibit higher extrinsic motivation; this could be attributed to the highly competitive admissions process for entry into medicine emphasizing grades over holistic learning. In contrast, pass/fail grading may offer an avenue to increase student self-determination and emphasize competency achievement. Further analysis will help better understand how motivation is affected in a pass/fail grading system. 

Conclusions
Understanding the impact of moving to a pass/fail program on motivation to learning will allow for the development of targeted interventions to support student learning. 

Take-home messages/implications for further research or practice
Motivational factors in student learning may vary depending on the stage in the program. Understanding the impact of a pass/fail grading system on motivation to learn will help foster holistic learning and pedagogical approaches in medical education. 

References (maximum three) 

1. Chamberlin, K., Yasué, M., & Chiang, I.-C. A. (2023). The impact of grades on student motivation. Active Learning in Higher Education, 24(2), 109–124. https://doi.org/10.1177/1469787418819728 

2. Ange B, Wood EA, Thomas A, Wallach PM. Differences in Medical Students' Academic Performance between a Pass/Fail and Tiered Grading System. South Med J. 2018 Nov;111(11):683-687. doi: 10.14423/SMJ.0000000000000884. PMID: 30392003. 

3. Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). https://files.eric.ed.gov/fulltext/ED338122.pdf