The purpose of this study is to practice peer evaluation and to determine if the result of the evaluation shows similarity with the lecturer evaluation, thus to make assumption about the validity of peer evaluation in higher education. For this purpose, students of "Specific Teaching Methods I" class, which is included in the 3. Class of…

The Arab Open University (AOU) has adopted the standard deviation method (SDM) as a grading system in replacement of a fixed scale. Adopting SDM was intended to remedy a problem that has resulted from discrepancies between AOU's graduation requirements and those of its partner, UK Open University. This paper aims mainly at investigating whether…

Team learning is an effective means of teaching that can contribute toward increased student interest. This article describes a team learning exercise developed for a course for nonscience majors. Students are randomly assigned numbers (atomic numbers) the first day of class. Each student builds a portfolio of information for their element. In the…

Clinical rotations play an important role in the medical curriculum and are considered crucial for student learning. However, competencies that should be learned can differ from those that are assessed. In order to explore which competencies are considered important for daily performance of student on the wards and to what extent clinical teachers…

Assessment is critically important to education both for accreditation and to support learning. Yet the literature dealing with formative and summative assessment definitions and terminology is not aligned. This article reports an empirical small-scale study of lecturers in Education at an English university. The research posits that these…

Although practiced widely in management education, grading of student participation in class discussions has been criticized by researchers: The instructor simultaneously adopts two incompatible tasks of facilitating class discussion and evaluating student participation; students play for points instead of focusing on learning; and common,…

Findings appear to bear out the contention that students tend to support a more widespred use of pass-fail grading. (Editor/PG)

DATA ON ENROLLMENT AND PERFORMANCE IN COURSES TAKEN ON A PASS-FAIL BASIS WERE ANALYZED TO ASSESS THE EFFORT OF CHANGES IN GRADE ACCOUNTING ON COMPREHENSIVE EXAMINATIONS. FINDINGS INDICATED THAT (1) ENROLLMENT IN PASS-FAIL COURSES FOR 1966-67 INCREASED 55.5 PERCENT OVER 1965-66, (2) A STUDENT'S GRADE INDEX WAS LIKELY TO INCREASE DIRECTLY WITH THE…

The thesis that low grades cause college students to give up receives some support from early psychological research and from current reinforcement theories. This study investigates the effects on subsequent grades of low, average, and high first-exam grades for 192 students in a traditional grading system and 52 students in a pass-fail grading…

In what is the only controlled experiment on the incentive value of letter grades in the university classroom, students were randomly assigned to 1 of 3 conditions: conventional letter-grading, pass-fail, or nonevaluation. During the semester in which the experiment was conducted, the pass-fail students studied only 50% as much and achieved 89% as…

This article discusses the inadequacy of the accepted systems of grading students and proposes the use of student evaluation profiles as a more efficient means of evaluating achievement. (DMT)

The authors conclude that the pass fail option appears to have little effect on general rated satisfaction with courses and instructors, but generates a special type of dissatisfaction completely different from that of traditionally graded students. (Author)

A survey of the literature points to the conclusion that research thus far has failed to substantiate the success of the pass fail grading option. In light of these findings, it is noted that faculties throughout the country continue to adopt the program. (Author/BY)

In this study it was found that student attitudes toward grading policy at the university are not closely related either to their aspiration for grades or to their actual grade achievement. The evidence suggests that a majority of students favor pass or fail grading because they dislike competition, tests, and study. (Author/BY)