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Motivated by a lack of scales for measuring business undergraduates’ grading assessment learning perceptions (GALP), this research created two three-item GALP scales, closed and open. Two separate samples of senior business undergraduates (fall, 2015, n = 220 and spring, 2016, n = 690) were used. Closed GALP and open GALP were identified via exploratory and confirmatory factor analyses. Subsequent stepwise regression analyses consistently showed that satisfaction/reputation had a positive impact and accounted for the most variance in these two GALP scales across both samples. Research limitations and future research issues are discussed.

Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions