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| Format: | Recurso educativo Open Access |
|---|---|
| Language: | en |
| Published: |
1989
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED311958 |
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| _version_ | 1867181866951376896 |
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| collection | Education Resources Information Center |
| contents | Grading Philosophy Survey, Fall 1989. Academic Standards Administrator Attitudes College Faculty Community Colleges Employee Attitudes Grading Questionnaires School Policy School Surveys Student Personnel Workers Teacher Attitudes Two Year Colleges In 1989, a survey was conducted at Catonsville Community College to establish a consensus about the underlying philosophy governing the college's grading policy. The survey respondents included 167 full-time or adjunct faculty members, 15 student personnel professionals, 8 administrators, and 6 library, media, or telecommunications professionals. Study findings included the following: (1) more than 75% of the respondents agreed that grading practices should reflect the student's skill and knowledge attainment and differentiate between levels of competence attained; that grades are a means of enforcing standards; that grades should be based on a standard established by the teacher and made known to the student in advance; that grades provide a reward system for the student who accomplishes course objectives; that grades should be criterion referenced, and reflect the quality of work done and the level of responsibility accepted by the student; and that grades given in courses taught by several faculty should be reviewed periodically for consistency; (2) there was clear disagreement with statements that grades destroy student motivation, that a failing grade serves only as punishment, that grading creates damaging anxiety, and that grading should be curved; and (3) opinions were split or a large number of respondents had no opinion regarding the subjective/judgmental nature of grades, and the extent to which grades should reflect student motivation, attendance, and attitudes. A comparison of responses by instructional area and respondent group, the survey instrument, and responses to open-ended questions are included. (JMC) |
| format | Recurso educativo Open Access |
| id | eric_ED311958 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1989 |
| record_format | eric |
| spellingShingle | Grading Philosophy Survey, Fall 1989. Academic Standards Administrator Attitudes College Faculty Community Colleges Employee Attitudes Grading Questionnaires School Policy School Surveys Student Personnel Workers Teacher Attitudes Two Year Colleges Grading Philosophy Survey, Fall 1989. Academic Standards Administrator Attitudes College Faculty Community Colleges Employee Attitudes Grading Questionnaires School Policy School Surveys Student Personnel Workers Teacher Attitudes Two Year Colleges In 1989, a survey was conducted at Catonsville Community College to establish a consensus about the underlying philosophy governing the college's grading policy. The survey respondents included 167 full-time or adjunct faculty members, 15 student personnel professionals, 8 administrators, and 6 library, media, or telecommunications professionals. Study findings included the following: (1) more than 75% of the respondents agreed that grading practices should reflect the student's skill and knowledge attainment and differentiate between levels of competence attained; that grades are a means of enforcing standards; that grades should be based on a standard established by the teacher and made known to the student in advance; that grades provide a reward system for the student who accomplishes course objectives; that grades should be criterion referenced, and reflect the quality of work done and the level of responsibility accepted by the student; and that grades given in courses taught by several faculty should be reviewed periodically for consistency; (2) there was clear disagreement with statements that grades destroy student motivation, that a failing grade serves only as punishment, that grading creates damaging anxiety, and that grading should be curved; and (3) opinions were split or a large number of respondents had no opinion regarding the subjective/judgmental nature of grades, and the extent to which grades should reflect student motivation, attendance, and attitudes. A comparison of responses by instructional area and respondent group, the survey instrument, and responses to open-ended questions are included. (JMC) |
| title | Grading Philosophy Survey, Fall 1989. |
| topic | Academic Standards Administrator Attitudes College Faculty Community Colleges Employee Attitudes Grading Questionnaires School Policy School Surveys Student Personnel Workers Teacher Attitudes Two Year Colleges |
| url | https://eric.ed.gov/?id=ED311958 |