Abstract
Norcross, Horrocks, and Stevenson (1989) found that faculty in higher education had mixed attitudes concerning the use of extra credit. In this article, we present our study of psychology faculty who rated each of 39 extra-credit opportunities on three dimensions: their use of the item, its educational value, and the likelihood that all students would be able to complete the opportunity (access). Approximately 82% of respondents reported using extra credit. Significant positive correlations were obtained between rated educational value and use of extra credit, as well as ratings for use and access. The percentage of reported use in our study suggests that psychology faculty are likely to use extra credit. Although opinions concerning the use of extra credit varied dramatically, the most commonly used extra-credit opportunities were those rated to have the highest educational value.
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