Plus/Minus opposing comments:

Comments by some faculty opposed to the +/- grading system:

1) In an optional +/- grading system, studies suggest that only a minority will utilize it.  If only a minority will use +/- grading, why go through the work of upending the entire grading system or require everyone to use it?  [The only known statistics have qualifying issues: 18% of the faculty at the University of Missouri used it in their first semester (www.themaneater.com/article.php?id=2676); less than 32% of the faculty used it at Western Kentucky University during a trial period (www.wku.edu/Dept/Org/FS/CAQ%20Plus%20Minus%20Summary.doc).] 

2) Grading accuracy - If imperfect reports or incorrectly solved numerical problems in exams are evaluated by several faculty, they will easily agree with the instructor within a letter grade.  However, agreement to +/- 1.5% (i.e., the 3% range associated with +/- grades) may not be so easily achieved, especially in certain disciplinary areas.  Requiring faculty to make such fine grade distinctions may be problematic.

3) Just because +/- grading is used by elite universities does not necessarily make it a more rigorous system.  No statistical evidence is provided to support the claim that +/- grading will enhance student engagement.  In fact many studies suggest that overall student GPA’s will not be affected.  A change in student behavior is unlikely to occur unless there is a significant impact on overall GPA.

4) There will be three times as many students in grade boundaries which will increase the number of student grade appeals (www.uta.edu/provost/PMGFinalReport.pdf).  This will result in increased faculty workload as well as the emotion of having to deal with student appeals.

5) Students who used to obtain scholarships with an 80% average (resulting in B’s for a 3.0 GPA) or who stayed out of probation with a 70% average (resulting in C’s for a 2.0 GPA) will lose their scholarship or be put on probation because the new system requires an 83 for a B and a 73 for a C.