This paper aims to demonstrate the benefits of introducing the typical course grading process to a work-integrated learning course in exercise science in order to motivate students to produce their best efforts in assessment tasks relevant to their future employability. The course had incorporated a non-graded pass/fail system of assessment since it was first offered but changed to a typical university grading process in 2011. At the completion of the course a two-page questionnaire was administered to all students to determine their opinions of changing from a non-graded to a graded form of assessment. Additionally, seven students volunteered for a 20 minute individual interview to examine how the grading of the course affected a number of factors related to their learning in the course. The results of the study indicated that students supported the change from a non-graded to a graded system of assessment. Minimal negative concerns were reported by students The findings suggest that students prefer the use of a graded system of assessment in a work-integrated learning course in exercise science They perceived that grading of the course increased their motivation to submit high quality responses for all assessment items and provided them with an opportunity to improve their grade point average (GPA), for entry into post-graduate programs, as well as rewarding them for their efforts towards academic excellence and preparing them for their future careers. (Asia-Pacific Journal of Cooperative Education, 2013, 14(4), 223-232.
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