Carl Parsons¹
Angie Nguyen² and Caroline Joyce³
1 Western Sydney University
2 UNSW
3 Western Sydney Univiersity

1. Background
Various grading approaches have been implemented in higher education, including multi-tiered and two-tiered grading systems, each with its own advantages and disadvantages. With a focus on evidence of professional competence (Spring et al., 2011), especially in medical education, the need to review and implement suitable marking and grading systems at the program level has become more critical than ever. 

2. Summary of work
The study investigates medical students’ perspectives on transitioning from a multi-tiered to a two-tiered grading system through eight focus group interviews at a cosmopolitan Australian university’s medical program. 

3. Results
The analysis of the respondents’ views shows mixed responses. The more students progressed through the program, the focus on grades was less but more on the learning goals to become a good doctor. 

4. Discussion

The review of changes in medical education assessment and grading policies over recent years indicates a preference for two-tiered grading systems, citing improvement in student well-being and a focus on assessing competencies (Ross et al., 2022). Detractors for this move question whether student motivation will be adversely affected and there are concerns that post-graduate opportunities for students will be compromised. Students raised concerns about their motivation to learn, the reliance on grades to inform them of their learning progress. Students’ opinions on this shift varied due to personal preferences, perceptions of motivation factors, and their current learning experience in the medical program. 

5. Conclusion
This study offers insights into different grading systems and the lessons learnt from students' perspectives on the move from multi-tiered grading to two-tiered grading system. 

6. Take-home messages / implications for further research or practice 
Although the medical education trend leans toward two-tiered grading systems emphasising competence and mastery, students’ perspectives vary based on personal preferences, perceived motivation factors, their current learning experiences. 

References (maximum three) 

Ross, S., Pirraglia, C., Aquilina, A. M., & Zulla, R. (2022). Effective competency-based medical education requires learning environments that promote a mastery goal orientation: A narrative review. Medical Teacher, 44(5), 527-534 

Spring, L., Robillard, D., Gehlbach, L., & Moore Simas, T. A. (2011). Impact of pass/fail grading on medical students’ well‐being and academic outcomes. Medical education, 45(9), 867-877.