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1.
Brian P. Godor 《Assessment & Evaluation in Higher Education》2017,42(4):596-606
The role that teachers have in assessing student coursework is crucial. Their ‘determination’ that a particular piece of student’s work is ‘acceptable’ has many serious consequences. With a lack of debate surrounding assessment, practices may become mired in conventions and disconnected from issues such as knowledge, power and social organisation. They may also become divergent between faculties, with majors with academically stronger students grading more stringently and those with academically weaker students grading less stringently. In order to test for potential differential grading standards due to adaption-level, this study examines the relationship of pre-entry secondary school grades (English, Dutch and Mathematics) to first-year average grades in 11 faculties (n = 3080). The results presented demonstrate the presence of differential grading standards among the different faculties within this population. 相似文献
2.
网上阅卷是近年来兴起的利用现代技术控制主观题评分误差的方法,其在作文评分中误差控制的效果十分明显。网上阅卷主要通过评卷员之间一致性误差控制、评卷员本人一致性误差控制、两评的误差控制、评分点之间的误差控制、抽查监控等5种方法来实现评分误差控制,同时通过机控系统实施评分误差控制管理。随着研究的深入与技术的发展,将有可能实现基于互联网的高考作文评卷和计算机自动评卷,以进一步实现评卷误差控制。 相似文献
3.
Effects of Improving the Reliability of the GPA on Prediction Generally and on Comparative Predictions for Gender and Race Particularly 总被引：4，自引：0，他引：4
The reliability of a method of adjusting grade point averages for differences in departmental grading standards was examined, as were the effects of such adjustments on the predictive validity of high school grades, SAT scores, and achievement test scores. The index of differential grading standards for all on-time graduates of the Dartmouth College class of 1986 was quite reliable, and its use in adjusting grade averages increased predictive validity, reduced its erosion over years, reduced the apparent underprediction of women, and improved predictions for blacks. Differential group enrollment in courses in the science division seems to account for much of the effect of adjustment on grades. Improvement in the reliability of the criterial grade averages also was shown to have similar effects on gender and race prediction in another data set 相似文献
4.
Grades are important for admission of students in most higher education programs. Analyzing admission and student performance data at a major Norwegian business school, we find that the grading practice of teachers at regional colleges sending students to the school is affected by the average performance of the students being graded. Teachers at colleges recruiting good students from upper secondary school tend to be strict in their grading practice, while teachers at colleges recruiting less good students tend to follow a lenient practice. This has implications for the interpretation of grades and hence for optimal admission procedures. We develop a methodology to assess the consequences of differential grading standards. Approximately 10% of the students in our data are admitted at the expense of more competent students. We demonstrate costs for the school admitting the wrong students and in particular for the rejected students. 相似文献
5.
Grades,learning, and student evaluation of instruction 总被引：1，自引：0，他引：1
Robert W. Powell 《Research in higher education》1977,7(3):193-205
In the first experiment, the author employed three different grading standards, identified as stringent, moderate, and lenient, in separate sections of the course Psychology of Learning. Other aspects of the course were the same for each section. The different grading standards resulted in substantially different grade distributions in the anticipated direction. Evaluations of both the instructor's performance and the couse decreased as the stringency of the grading criteria increased. Every item on the evaluation questionnaire was systematically influenced by the grading criteria. The amount learned, as measured by performance on the objective part of the final test, increased as the stringency of the grading criteria increased. In the second experiment, the subjects were the students in two sections of the course Introductory Psychology, taught by the author during the same term. The same textbook, course notes, and grading criteria were employed. The manipulated variable was test frequency, with the two sections receiving either weekly or biweekly tests. Students in the section receiving weekly tests scored 11.9% higher, on the average, over all tests. This resulted in a substantial difference in grade distributions. The ratings of the section receiving lower grades were substantially lower on every item of the rating form. Students appear to rate instructors on the basis of a global impression (liking) which they form, which is strongly influenced by the grade the student receives. 相似文献
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7.
Duncan Hill 《Higher Education Quarterly》2011,65(1):3-11
This article examines the tensions created by academic freedom and grading in universities between academic staff and academic administration. Additionally, the impact of grading and academic standards on students' academic freedom is addressed, as well as the impact of corporatisation in the academy. By reviewing the existing literature and case law related to academic freedom and grading, this article aims to clarify the importance and impact of grading in universities, particularly as it relates to policy development and the application of academic standards. 相似文献
8.
This paper describes the trends in course-by-course grading at a large public urban university over a recent six-year period. To determine if systematic grade inflation was occurring, the study analyzed 144 individual undergraduate courses. Multiple linear regressions were fitted to more than 125,000 final course grades by courses. Most course grading patterns showed little evidence of systematic and homogeneous change over time. Hence, the increasing cumulative GPA for undergraduates at the institution studied was not caused by a general relaxing of grading standards. Rather, the supposition is that more students are moving away from traditional curricula into courses and degree programs which they find have grading standards reflecting their abilities and/or interests.Presented at the Annual Forum of the Association for Institutional Research, Houston, Texas, May 1978. 相似文献
9.
Results from Rasch analysis of GCSE and GCE A level data over a period of four years suggest that the standards of examinations in different subjects are not consistent in terms of the levels of the latent trait specified in the Rasch model required to achieve the same grades. Variability in statistical standards between subjects exists at both individual grade level and the overall subject level. Findings from this study are generally consistent with those from previous studies using similar statistical models. It has been demonstrated that the alignment of statistical standards between subjects based on the Rasch model would likely result in substantial change in performance standards of the examinations for some subjects evidenced here by significant changes in grade boundary scores and grade outcomes. It is argued that the defined purposes of GCSE and A level qualifications determine how their results should be interpreted and reported and that the existing grading and results reporting procedures are appropriate for supporting these purposes. 相似文献
10.
Predicting Freshman Grade‐Point Average from Test Scores: Effects of Variation Within and Between High Schools 
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下载免费PDF全文 Most studies predicting college performance from high‐school grade point average (HSGPA) and college admissions test scores use single‐level regression models that conflate relationships within and between high schools. Because grading standards vary among high schools, these relationships are likely to differ within and between schools. We used two‐level regression models to predict freshman grade point average from HSGPA and scores on both college admissions and state tests. When HSGPA and scores are considered together, HSGPA predicts more strongly within high schools than between, as expected in the light of variations in grading standards. In contrast, test scores, particularly mathematics scores, predict more strongly between schools than within. Within‐school variation in mathematics scores has no net predictive value, but between‐school variation is substantially predictive. Whereas other studies have shown that adding test scores to HSGPA yields only a minor improvement in aggregate prediction, our findings suggest that a potentially more important effect of admissions tests is statistical moderation, that is, partially offsetting differences in grading standards across high schools. 相似文献
11.
Christina Wikström 《Assessment in Education: Principles, Policy & Practice》2005,12(2):125-144
This study investigates empirically the mechanisms behind the increasing grade point averages in Swedish upper secondary schools. Four hypotheses are presented as plausible explanations; improved student achievements, student selection effects, strategic behaviour in course choices, and lowering of grading standards. The analysis is based on extensive data, and focuses on grades and test scores from upper secondary school graduates over a 6‐year period. The result shows that the increase in grade point averages cannot be explained by better achievements, selection effects or course choices, which means that standards have been lowered, which is interpreted here as grade inflation. The grade inflation is most likely an effect of the leniency in the grading system in combination with pressure for high grading, related to the upper secondary school grades’ function as an instrument for selection to higher education. 相似文献
12.
The validity of the Norwegian university grading standard has been called into serious question. The implicit standards used for assessing exams and the reliability of that understanding among examiners and psychology students were investigated in three studies. Studies 1 and 2 investigated the implicit standards that examiners used when assessing exams and the implicit standards that students presume examiners use in that process. Study 3 investigated how reliable expert examiners’ assessments actually are. The validity of the grading standards is challenged by findings that indicate that examiners and students shared similar but not identical conceptions of them, and tests of grader reliability revealed significant variance at critical thresholds. The findings are discussed in terms of their relevance to educational reforms currently going on in Norwegian higher education. The human cost of not completely reforming past practices is highlighted, and six concrete improvements are suggested. 相似文献
13.
The Survey of Assessment Beliefs (SAB) was developed to measure teacher candidates' perceptions about grading practices. After piloting, the SAB was administered to 222 teacher candidates at a large northeastern urban university, along with a measure of their beliefs about teaching. Candidates were found to support many grading practices not recommended by professional standards. Support for grading practices that deviate from professional recommendations was positively associated with support for constructivist approaches. Significant differences were found in grading and teaching attitudes between elementary and secondary education teacher candidates. Teacher candidates became more moderate in endorsing nonstandard grading practices following coursework in classroom assessment but on average maintained a tendency to approve academically enabling grading practices. This study provides empirical evidence about possible areas of tension between constructivist learning theory and principles of educational measurement, and it helps classroom assessment teachers understand the needs of their target audiences. 相似文献
14.
D. Royce Sadler 《Assessment & Evaluation in Higher Education》2005,30(2):175-194
The increasing use of criteria‐based approaches to assessment and grading in higher education is a consequence of its sound theoretical rationale and its educational effectiveness. This article is based on a review of the most common grading policies that purport to be criteria‐based. The analysis shows that there is no common understanding of what criteria‐based means or what it implies for practice. This has inhibited high‐quality discourse, research and development among scholars and practitioners. Additionally, the concepts of ‘criteria’ and ‘standards’ are often confused and, despite the use of criteria, the fundamental judgments teachers make about the quality of student work remain subjective and substantially hidden from the students’ view. As they stand, none of the approaches identified in the survey is fully capable of delivering on the aspirations of criteria‐based grading. Shifting the primary focus to standards and making criteria secondary could, however, lead to substantial progress. 相似文献
15.
生物多样性的减少,受到世界各国的普遍关注,物种保护成为全球性问题。评定物种的濒危状况将为评定保护级别提供依据,是开展物种保护工作的基础。学者们在积极开展濒危物种的濒危等级评定工作的同时,探索着濒危等级划分方法。绝大多数学者都采用濒危系数来划分濒危等级评定的方法。先选定评价指标、分级和赋值,制定濒危状况评价体系,然后用计算濒危系数、划分濒危等级。濒危系数评定指标的选择目前还没有统一的规定和标准,各学者根据研究对象和研究目的自行选择采用。评定指标选择数量方面,采用4-6个指标的较多见。濒危物种评定体系虽然采用了数量评定方法．但仍然存在着较大的人为因素。评定指标的确定是人为的,各指标分级和赋值是人为的,因此计算出来的结果中也包含着人为因素。有些学者已认识到这一点,对赋值分数作了调整。濒危等级划分方面,有多种方法和标准,但大同小异。名称各异。 相似文献
16.
Studies of collegiate success and attrition are generally conducted at the all-college level. The definition of academic programs that are homogeneous in the abilities and interests of their students and the grading standards of their faculties may lead to more accurate prediction of success and more effective control of attrition.
Homogeneous curricular groups were defined via Ward's hierarchical grouping analysis applied to curricular means on high school percentile rank, four ACT subscores, first semester GPA, and 16 Kuder scores. Programs so defined differed on scientific-verbal and competitive level dimensions. Prediction of grades was more accurate within programs than colleges. Drop and transfer rates were correlated with discriminant scores.
The programs are discussed as promising units within which differential selection and placement strategies might reduce attrition. 相似文献
Homogeneous curricular groups were defined via Ward's hierarchical grouping analysis applied to curricular means on high school percentile rank, four ACT subscores, first semester GPA, and 16 Kuder scores. Programs so defined differed on scientific-verbal and competitive level dimensions. Prediction of grades was more accurate within programs than colleges. Drop and transfer rates were correlated with discriminant scores.
The programs are discussed as promising units within which differential selection and placement strategies might reduce attrition. 相似文献
17.
Margaret Price 《Assessment & Evaluation in Higher Education》2005,30(3):215-230
This article considers the methods and difficulties of establishing, sharing and applying assessment standards within module teams working in a business school. Against a background of increasing reliance on explicit knowledge to establish standards in the HE sector the study looks at ways in which staff within module teams attempted to reach a common view of assessment standards through sharing tacit knowledge in order to make consistent judgements about student work. In so doing it identifies and questions the assumptions, myths and beliefs that bolster the culture around standard setting and marking/grading. The paper questions whether academic communities of practice provide an adequate framework to support the sharing of assessment standards. In particular it argues that the scholarship of assessment would support the development of a specialist assessment and assessment standards discourse within communities that could, in turn, support the sharing of assessment standards. 相似文献
18.
李祥兆 《宁波大学学报(教育科学版)》2007,29(2):62-65
由于开放性问题的不确定性与评分标准的主观性,使其在使用中受到局限。文章介绍一种在国外有着深入扎实的理论研究与实践基础、可运用于开放性问题评价的质性评价方法——SOLO分类评价法,并对这种方法的基本观点、评定程序及教师在实施过程中需要注意的问题做了探讨。 相似文献
19.
Despite its growing use at the K–12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair. As the study progressed, students reported moving beyond “playing the game” of earning points for a grade and actually engaging more substantively with course content. Based on regular formative feedback, students began to take more ownership of their learning. Ultimately, most participants found SBG more beneficial and defensible—and reflective of their knowledge—than traditional grading practices. To supplement these findings, the authors offer some implementation ideas to assist instructors who may want to begin using SBG in their courses, including reflecting on and clarifying their purpose for grading, ensuring that their grades have meaning (by communicating information that is accurate, meaningful, and relevant to student success), and allowing students multiple chances to demonstrate learning (if the purpose of grading and assessment is to encourage and report mastery). 相似文献
20.
Anders Lysne 《Scandinavian Journal of Educational Research》2013,57(3):149-165
Abstract Lysne, A. 1984. Grading of Students' Attainment: Purposes and Functions. Scandinavian Journal of Educational Research 28, 149‐165. The article discusses the complex problem of evaluation and grading of students' achievement. During the 1970's a strong movement against the traditional formal grading and use of marks came up in many countries in the western world. The basic problem under question has been what type of reference measures should be used in grading students' achievement — measures of individual potentials or comprehensive norms or standards for attainment of skills and knowledge? The answer to this question depends, of course, on the type of functions the grades are supposed to serve. For individual guidance, it might be sufficient to give information about progress in relation to personal potentials, but that type of evaluation and grading can certainly not be used for selective purposes. A number of factors and viewpoints have to be taken into consideration when new reforms of grading systems for our schools are under discussion and planning. 相似文献