Revisiting differential grading standards anno 2014: an exploration in Dutch higher education

The role that teachers have in assessing student coursework is crucial. Their 'determination' that a particular piece of student's work is 'acceptable' has many serious consequences. With a lack of debate surrounding assessment, practices may become mired in conventions and...

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Bibliographic Details
Published inAssessment and evaluation in higher education Vol. 42; no. 4; pp. 596 - 606
Main Author Godor, Brian P.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 19.05.2017
Taylor & Francis Ltd
Subjects
Academic grading
adaptation-level theory
assessment
College Faculty
College Freshmen
Comparative Analysis
differential standards
Dutch language
Educational evaluation
Elementary education
English (Second Language)
English language
Foreign Countries
Grades (Scholastic)
Grading
Higher Education
Indo European Languages
Intellectual Disciplines
Majors (Students)
Mathematics
Mathematics Achievement
Second Language Learning
Secondary Education
Secondary schools
Statistical Analysis
Student Evaluation
Student teacher relationship
Teacher Role
Netherlands
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Summary:The role that teachers have in assessing student coursework is crucial. Their 'determination' that a particular piece of student's work is 'acceptable' has many serious consequences. With a lack of debate surrounding assessment, practices may become mired in conventions and disconnected from issues such as knowledge, power and social organisation. They may also become divergent between faculties, with majors with academically stronger students grading more stringently and those with academically weaker students grading less stringently. In order to test for potential differential grading standards due to adaption-level, this study examines the relationship of pre-entry secondary school grades (English, Dutch and Mathematics) to first-year average grades in 11 faculties (n = 3080). The results presented demonstrate the presence of differential grading standards among the different faculties within this population.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2016.1173186