Literaturnachweis - Detailanzeige
| Autor/inn/en | Hambleton, Ronald K.; Murray, John |
|---|---|
| Titel | A Comparative Study of Faculty and Student Attitudes Toward a Variety of College Grading Purposes and Practices. |
| Quelle | (1977), (50 Seiten)
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| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Faculty; College Students; Educational Research; Grades (Scholastic); Grading; Guidelines; Higher Education; Learning; Majors (Students); Pass Fail Grading; Student Attitudes; Student Characteristics; Teacher Attitudes; Teacher Background |
| Abstract | Of the many issues facing higher education, perhaps none has been more frequently and hotly debated by college administrators, instructors, and students, than the issue of college grading purposes and practices. Regretably, much of the research to date has been poorly done and hence has led to few changes. The purpose of this research was to overcome many of the past deficiencies and provide a comprehensive study of faculty and students' views concerning the uses of grading in several instructional settings, and the appropriateness of a variety of commonly used grading systems for accomplishing intended uses of grades. Specifically, faculty and students' views on: (1) The importance of twelve possible uses of grades in different instructional settings (courses in students' major area of concentration versus non-major areas of concentration); (2) The acceptability of each of the five common grading systems for accomplishing twelve possible uses of grades; and (3) The effects of each of five common grading systems on a variety of course outcomes (for example, maintaining academic standards and maximizing amount of learning). Overall, the results strongly support the belief that faculty and students are in favor of a criterion-referenced grading system. While the results cannot be generalized to other institutions, several innovations in the research design should provide guidelines for researchers to enable them to conduct better studies on grading in their own institutions. (Author/MV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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