Faculty Use and Justification of Extra Credit: No Middle Ground?

Abstract

Full-time faculty (N = 287) at two universities were interviewed by telephone regarding their use of and rationales for extra credit. Extra credit was offered in 13% of undergraduate courses. Frequent justifications for extra credit were that it provided alternative means for evaluation, motivated students, and allowed a second chance for mastery. The most common argument against extra credit was that an equal opportunity must be provided for all students, not for a select few. The probabilities of faculty offering extra credit in six specific situations are also presented; however, an instructor's general attitude toward extra credit, rather than the circumstances of the individual case, largely determined whether it was provided.

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