In a study of the grading practices at Bridgewater State College, three research projects were conducted: (1) a questionnaire that compared faculty perception of grading in 1976 with their perceptions in a similar questionnaire in 1972; (2) a questionnaire for students adapted from the faculty questionnaire; and (3) a survey of the academic departments on three questions on grading of concern to the academic dean. The faculty and students both supported the concepts that grading is a significant responsibility of the faculty and that grades motivate students. Two-thirds of the faculty believed that their grading practices are not consistent with the grading pattern of the college. The students supported the extension of pass-fail while the faculty did not. Although the students rejected rigorous criteria for honors, the faculty supported them. The faculty almost unanimously concurred with the current catalog definitions of the grades and the students generally agreed that these definitions were followed in practice. The faculty emphasized standards as the chief criterion in determining course grades, though in lower division courses they did take effort into account. The students strongly supported effort and the completion of certain amounts of work as the most important criteria. In the application of course grades the students most strongly supported grade descriptions that emphasized effort and the full use of one's ability. The faculty, on the other hand, generally selected the descriptions that related the student's performance to the other members of the class. (Author/SPG)