Modified Definitional Grading: A Pilot Study

Abstract

Background: Grades often are an unreliable means of determining content mastery due to poor grading systems and grade inflation. The use of a modified definitional grading system may be beneficial for assessing mastery of content in competency-based education in didactic nursing courses.

Method: This mixed-methods pilot study examined grade-related data and survey results. Purposive sampling was used to recruit prelicensure freshman nursing students (n = 84) enrolled in a didactic nursing course. The aims were to explore student content mastery in a prelicensure didactic nursing course that used a modified definitional grading system and to evaluate course design elements well-suited for use with competency-based education.

Results: Quantitative data showed improved individual and overall examination scores but did not significantly affect students' final course grade. Three themes emerged: motivation and diligence, stress, and highlighting of student weaknesses.

Conclusion: A modified definitional grading system has the potential to add value and meaning to grades, improve study habits, and improve content mastery. [J Nurs Educ. 2023;62(4):215-223.].