ERIC Number: ED618823
Record Type: Non-Journal
Publication Date: 2018-Apr-17
Pages: 62
Abstractor: As Provided
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Revisiting the "Three P's" Theory of Faculty Grading Orientations: Findings from a Faculty Survey
Tukibayeva, Malika
AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (New York City, NY, Apr 13-17, 2018)
Thorndike (1969) proposed a three P theory of faculty grading orientations (FGOs) -- "perfection", "peers", and "potential", also known as Criterion-, Norm, and Self-referenced FGOs in the literature. Using data from a 2014 faculty survey I examined the responses of 1,742 faculty at 18 four-year, primarily teaching institutions in the U.S. to determine the prevalence of these FGOs among college faculty, and what factors can help explain faculty's preferences for a particular grading orientation. I found that most faculty used the Criterion-referenced FGO; the number of faculty using the Norm-referenced FGO seems to have noticeable decreased since the 1990s; and that the Self FGO appears to be used sporadically. Faculty gender and academic discipline help explain faculty's choice of FGOs.
Descriptors: College Faculty, Preferences, Grading, Teacher Attitudes, Gender Differences, Intellectual Disciplines, Grades (Scholastic), Teacher Behavior, Criterion Referenced Tests, Norm Referenced Tests, Teacher Surveys, Teacher Characteristics, Class Size
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Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
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Language: English
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