Grading policies in China: Are we assessing the learner or the learning?

2017 ◽  
Vol 11 ◽  
pp. 6-31 ◽  
Author(s):  
Liying Cheng ◽  
Wei Yan ◽  
Yi Mei ◽  
Christopher DeLuca
Keyword(s):  
Grading Policies

Examining Undergraduate Grading Policies and Student Behavior

2021 ◽  
Author(s):  
Stephanie Owen ◽  
Brian Jacob ◽  
Kevin Stange
Keyword(s):  
Student Behavior ◽  
Grading Policies

scholarly journals Grade Inflation and Course Choice

1991 ◽  
Vol 5 (1) ◽  
pp. 159-170 ◽  
Author(s):  
Richard Sabot ◽  
John Wakeman-Linn
Keyword(s):  
Political Science ◽  
Math Education ◽  
Grade Inflation ◽  
Policy Implications ◽  
Education Students ◽  
The Past ◽  
High Grading ◽  
Econometric Study ◽  
Grading Policies ◽  
The Impact

A conflict exists between the incentives offered to students and the institutional goal of increased science and math education. Students make their course choices in response to a powerful set of incentives: grades. These incentives have been systematically distorted by the grade inflation of the past 25 years. As a consequence of inflation, many universities have split into high- and low-grading departments. Economics, along with Chemistry and Math, tends to be low-grading. Art, English, Philosophy, Psychology, and Political Science tend to be high-grading. This paper presents evidence from nine colleges and universities that grade inflation has led to a divergence among departments in grading policies. We then discuss the results of an econometric study we conducted at Williams College of the influence of grading policies on course choice. The impact that differences in grading policies across departments have on the distribution of enrollments was also estimated, and policy implications of the findings are discussed.

scholarly journals Rural High School Principals and the Challenge of Standards-Based Grading

2020 ◽  
Vol 10 (1) ◽  
pp. 92-102
Author(s):  
Tom Buckmiller ◽  
Matt Townsley ◽  
Robyn Cooper
Keyword(s):  
High School ◽  
High Schools ◽  
High School Principals ◽  
Rural Schools ◽  
Rural Areas ◽  
School Principals ◽  
Rural High Schools ◽  
Lead Teachers ◽  
Standards Based Grading ◽  
Grading Policies

The purpose of this study was to better understand how principals in rural schools are thinking about assessment and grading practices and if they anticipate implementing policy changes in the near future that may require increased support. Principals of schools in rural areas often face challenges that are significantly different from those of their urban and suburban counterparts. The researchers used a mixed-method survey to better understand if progressive grading policies were a part of the vision for principals of rural high schools, if they possessed conceptual underpinnings of such practices, and if they believed they had the capacity within their districts to lead teachers toward more effective grading policies. A high frequency of high school principals in rural schools said standards-based grading (SBG) was a part of their 5-year vision. These principals also showed relatively high mean scores of standards-based assessment literacy, and moderately high percentages believed they have the resources and capacity to support SBG. The researchers thus conclude that there is a high likelihood that many rural high schools will be implementing some form of SBG within the next 5 years.

Student Grading Policies

2005 ◽  
Vol 8 (2) ◽  
pp. 2-7
Author(s):  
Richard A. Gregory
Keyword(s):  
Grading Policies

Grading Teachers' Grading Policies

1998 ◽  
Vol 82 (597) ◽  
pp. 77-83 ◽  
Author(s):  
Stephen J. Friedman
Keyword(s):  
Grading Policies

Medical school grading policies

Urology ◽  
1974 ◽  
Vol 4 (6) ◽  
pp. 749
Author(s):  
Austin S. Litvak ◽  
J. William McRoberts
Keyword(s):  
Medical School ◽  
Grading Policies

Informed Consent of Students: How Much Information is Enough?

1987 ◽  
Vol 14 (2) ◽  
pp. 107-109 ◽  
Author(s):  
Mitchell M. Handelsman ◽  
Janet Rosen ◽  
Anthony Arguello
Keyword(s):  
Informed Consent ◽  
Standard Procedure ◽  
Teaching Styles ◽  
Teaching Philosophy ◽  
Adequate Information ◽  
Implied Consent ◽  
Grading Policies

Ethical bases of the informed consent doctrine are applied to how much information students need before they take a course. Such information includes content, grading policies, assignments, course goals, teaching philosophy, and techniques. The major justification of informed consent is autonomy; individuals need adequate information to make decisions. College may be a “standard procedure”; students give implied consent by registering. However, teaching styles may differ significantly, necessitating more information. Some techniques may involve risk of harm; the principle of beneficence must be considered here. It is concluded that providing information may increase respect for the profession and facilitate professors' self-scrutiny.

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

2017 ◽  
Vol 17 (5) ◽  
pp. 631-655 ◽  
Author(s):  
Sverre Tveit ◽  
Christian Lundahl
Keyword(s):  
European Union ◽  
Comparative Data ◽  
Functional Equivalence ◽  
The European Union ◽  
High Stakes ◽  
Assessment Reform ◽  
The Past ◽  
Policy Information ◽  
Grading Policies ◽  
National Governments

Identifying three modes of policy legitimation in education, illustrated by shifts in Swedish educational assessment and grading policies over the past decades, the paper demonstrates significant trends with regard to national governments’ policymaking and borrowing. We observe a shift away from collaboracy – defined as policy legitimation located in partnerships and networks of stakeholders, researchers and other experts – towards more use of supranational agencies (called agency), such as the Organisation for Economic Co-operation and Development, the European Union and associated networks, as well as the use of individual consultants and private enterprises (called consultancy) to legitimate policy change. Given their political and high-stakes character for stakeholders, assessment and grading policies are suitable areas for investigating strategies and trends for policy legitimation in education. The European Union-affiliated Eurydice network synthesises policy descriptions for the European countries in an online database that is widely used by policymakers. Analysing Eurydice data for assessment and grading policies, the paper discusses functional equivalence of grading policies and validity problems related to the comparison of such policy information. Illuminating the roles of the Swedish Government and a consultant in reviewing and recommending grading policies, the paper discusses new ‘fast policy’ modes of policy legitimation in which comparative data is used to effectuate assessment reform.

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