Assigning a grade to students' class contribution may be 1 of the most controversial and difficult challenges that instructors face. The authors examine the perceived fairness of class contribution grading methods from the perspective of the performance appraisal literature. In 2 scenario studies based on actual grading techniques, the authors…

This paper provides an overview of the issue of student anonymity in the summative assessment of student work in higher education. It considers both theoretical literature pertaining to bias in the evaluation of the work of others and the limited empirical work undertaken on this issue in higher education. It then describes the experience of three…

It is imperative that school administrators understand the rights of parents and students as guaranteed by the Family Educational Rights and Privacy Act (FERPA). School personnel should know the rights of parents and students regarding access to education records and understand the restrictions of disclosure. Educational leaders must balance the…

Characteristics of university courses and student engagement were examined in relation to student ratings of instruction. The Universal Student Ratings of Instruction instrument was administered to students at the end of every course at a major Canadian university over a three-year period. Using a two-step analytic procedure, a latent variable…

This investigation examined the course experiences of Bachelor of Education Primary students across each year of the course. The aims of the study were to identify gaps in what we know about our students; to identify relevant domains in student experiences and to assist with course improvements. A reflective inquiry paradigm was adopted for…

Presents a study to determine what trends were common and what differences could be identified in percentage of degrees granted with honors. Concludes that institutions must either move into a pass-fail approach with no honors, or return to a more dedicated approach to student evaluation. (Author/PG)

Research supported by a National Science Foundation Institutional Grant.

The validity of traditional grading practices is currently under study at Grossmont College. This report was undertaken as a working base for a committee to study the grading policy. Arguments both for and against traditional grading methods are presented in outline form. The arguments are taken from pertinent journal articles or books that are…

Pass-fail grading is discussed from the standpoints of its ineffectiveness as well as its potential. It is believed that pass-fail students are experiencing the same things that they do in their graded courses, and that pass-fail experiments must be based on a model that constitutes a departure from traditional learning and teaching. A programmed…

Cites three objections to an article discouraging a checkmark system of grading, including the fact that at times student work should not be judged on the basis of how completely the ideas were developed and the necessity of having other grades in addition to checkmarks and no checkmarks. (DF)

In the present study the effects on subsequent grades of low, average, and high first exam grades were investigated for 192 students in a traditional grading system and fifty-four students in a pass-fail grading system. (Author)

Study was conducted to compare effects of pass/fail and conventional five point grading systems on student achievement, teaching practices, teaching techniques and student attitudes. The sample consisted of eight sections of chemistry students. Analysis of data indicated lower achievement scores and poorer attitudes of students on pass/fail…

The results of a large survey, investigating preference given to students from graded schools when selecting residents, are analyzed. The respondents are directors of residency training programs. Preference and higher ratings of performance were given to graded students if their programs were in medicine, surgery, or obstetrics/gynecology.…