Of Barfights and Gadflies: Attitudes and Practices concerning Extra Credit in College Courses
Document Type
Article
Date of Original Version
1-1-1989
Abstract
Empirical exploration of giving extra credit in the college setting has been negligible, even though the practice is common and controversial. Faculty (n = 145) and students (n = 525) at two northeastern universities were surveyed regarding their use of and views toward extra-credit assignments in undergraduate courses. In our sample, between 12% and 22% of courses provided an opportunity for extra credit in the previous semester, 50% of the students were offered extra-credit opportunities in at least one course. Faculty were much more likely than students to view extra credit negatively; students were far more ready to endorse its routine offering. The most frequently cited disadvantage of extra credit was that it encourages a lax or irresponsible attitude. The advantage most frequently cited by students was that it provides a second chance; the most popular advantage for faculty was that it allows exploration of a topic in greater depth. Underlying views on perceived fairness and student evaluation are linked to these findings. © 1989, SAGE Publications. All rights reserved.
Publication Title, e.g., Journal
Teaching of Psychology
Volume
16
Issue
4
Citation/Publisher Attribution
Norcross, John C., Linda J. Horrocks, and John F. Stevenson. "Of Barfights and Gadflies: Attitudes and Practices concerning Extra Credit in College Courses." Teaching of Psychology 16, 4 (1989): 199-203. doi: 10.1207/s15328023top1604_7.