What do grades mean? Variation in grading criteria in American college and university courses. Issue 5 (2nd September 2020)

• Record Type: Journal Article
• Authors: Lipnevich, Anastasiya A.; Guskey, Thomas R.; Murano, Dana M.; Smith, Jeffrey K.
• Is Part Of: Assessment in education. Volume 27:Issue 5(2020)
• Page Start: 480
• Page End: 500
• Publication Date: 2020-09-02
• Subjects: Grading -- product -- process -- syllabi -- criteria; Educational tests and measurements -- Periodicals; Education -- Evaluation -- Periodicals; 371.26
• DOI: 10.1080/0969594X.2020.1799190
• Languages: English
• ISSNs: 0969-594X

Abstract

ABSTRACT: This study examined differences in the criteria used by college and university instructors in the United States to assign course grades. Two hundred and fifty course syllabi (159 from universities and 91 from four-year colleges) developed by randomly selected instructors from five academic disciplines (education, maths, science, psychology, and English) were examined to determine the extent to which instructors employed different criteria in assigning course grades in introductory-level courses. Sources of variation in grade assignment included the use of product versus process criteria, the prevalence of using performance exams, and the framing criteria for grades. Differences between institution types and among academic disciplines were also investigated. Results revealed significant differences among the five academic disciplines in grading criteria and the use of examinations, with instructors in education and English relying more heavily on process criteria.. A significant interaction between institution type and academic discipline in grading criteria was also identified. Theoretical, practical, and policy implications are discussed along with avenues for further research .