Grades at University

Curriculum in Context, 2019

Information and Knowledge Management, 2013

Since the advent of course system of education in tertiary institutions world-over, Cumulative Point Average (CGPA) has been in use as an Assessment Instrument instead of Cumulative Weighted Average Mark (CWAM). Consequently, mapping of percentage marks into an n-grade points system which is required to generate the much needed CGPA has become necessary. Countless methods of mapping have been witnessed across different tertiary institutions. In addition, the number of grade point, 'n' varies from institutions to institutions. While it is a universal fact that 'n' can take any value less than 100, it is nevertheless important to know that the value of 'n' has never been greater than 12. In Nigerian tertiary institutions, the value of 'n' varies between 4 and 7 while 5 is the most common. However, simply equating 'n' to 100 is not sufficient to convert the percentile system to an n-grade points system in order to generate the required CGPA. It is discovered that there is no sound mathematical method employed to relate the CGPA ranges normally used to classify degree to the percentage scores earned by individual students. This paper (paper 2) is primarily written to establish the required parameters and the most suitable format of an n-grade points system which is referred to as a Non-Graded Fail Grading System with a fail grade, 'F' assigned a zero value (NGF/GS F=0) while another paper (paper 3) presents the development of the required mathematical relationship between CGPA and percentage scores ranges.

Scandinavian Journal of Educational Research, 2010

Grades are important for admission of students in most higher education programmes. Analysing admission and student performance data at a major Norwegian business school, we find that the grading practice of teachers at regional colleges sending students to the school is affected by the average performance of the students being graded. Teachers at colleges recruiting good students from upper secondary school tend to be strict in their grading practice, while teachers at colleges recruiting less good students tend to follow a lenient practice. This has implications for the interpretation of grades and hence for optimal admission procedures. We develop a methodology to assess the consequences of differential grading standards. Approximately ten percent of the students in our data are admitted at the expense of more competent students. We demonstrate costs for the school admitting wrong students and in particular for the rejected students.

This study investigates factors responsible for grade inflation in college education. Grade inflation and grading leniency is something really dangerous in academia has been seen as a controversial issue in tertiary education because it could endanger the whole education process. Grade inflation cannot be viewed as an improvement in students' intellectual abilities rather than just a misleading thing which works as an ineffective tool for communicating students' real abilities. This an attempt to find out instructors' views about institutional, instructional, and pedagogical factors that contribute to grade inflation in college education and to provide insight s and strategies of dealing with this problem. 40 college instructors were surveyed and relevant literature with regard to different responsible factors related to grade inflation were reviewed and discussed. The findings from surveys have shown that instructors believed that institutional and instructional factors such as student evaluations are the main factor behind grade inflation. Some suggestions and recommendations were presented to solve this problem. Keyword: grade inflation, college education, student evaluations, instructional factors, institutional factors

THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES, 2022

Assessment is an integral part of education. It is the beginning and the ending of teaching and learning. Nitko (2004) sees assessment as a systematic process of obtaining relevant information that is used for making decisions about students, curricula and programs, and educational policies. Thus, collecting relevant information from people or objects depicts that some procedures are used in obtaining that information. To gather information about students, a variety of assessment procedures might be used. Generally, test is the pronominally technique that teachers use in assessing their students. After the test has been administered, the teacher has to score and assign grades. Grades are a set of symbols, words, numbers, or letters that are used to signify distinct levels of success or performance. They could be letter grades like A, B, C, D, E, and F from the SSSCE or numbers like 1, 2, 3, 4, 5, 6, 7, 8, 9 from the BECE. For the WASSCE, some grades are also expressed as a combination of alphabets and numbers (alphanumeric), such as A1, B2, B3, C4, C5, C6, C7, E8, F9, or simply as pass/fail, as most professional tests such as the Association of Certified Chartered Accountants are (ACCA). Grades reflects school and student accountability to policymakers, which influences instruction and curriculum, while grades analyze teaching efficacy to instructors, allowing them to make educated decisions about their students' progress and their own teaching (Liu, 2008). Grades skewed by other factors give pupils the erroneous impression of readiness and mislead those attempting to help them in their future educational pursuits. As a result, a successful grading system must inspire trust and confidence by providing fair, accurate, and valid assessment results from which individuals and institutions may make informed decisions (Ayesu & Kofitse, 2010). The effectiveness of classroom assessment and grading systems has become a hot topic in education research

Teaching and Teacher Education, 2002

This paper examines the interaction between the contribution of established criteria to objective assessment of examinations, and the effect of mental fatigue induced during the process. Copies of 31 compositions, previously awarded a grade of 80 percent by specialists, were stacked in three randomly arranged sequences. Sixty teachers graded the compositions in sequential order. Thereafter, they re-evaluated every essay according to each of six criteria. These scores were used to generate a series of accumulative grades. In both scoring procedures, the grades rose in a timedependent fashion, indicating impairment of judgment, apparently as a result of mental fatigue. Differences between the two assessments suggest that the criteria were not used efficiently in the original evaluation of the teachers. This may be explained by the phenomenon of bounded rationality.

2007

Introduction 1 2 General background 2 Purposes of grading 2 Effectiveness of assessment 2 3 Grading issues-some cases 8 National assessment systems-the case of schools and Standard Assessment Tests (SATs) in England 9 Grading, selection and equitya case study of Medicine The robustness of classification systemshigher education grading in the UK 4 Country studies Denmark Finland Certificates Australia Australia-wide grading and assessment concerns References Validity and reliability in judging and grading Research tells us that there are a number of factors which influence the grade assigned. These are: ♦ Graphic quality of the students' texts Surface features such as handwriting or word-processing and layout can contribute positively or negatively to the visual appeal of a text. ♦ Readability of the text Features such as sentence structure and spelling can hinder or enhance the reading and detract from or enhance the quality of the ideas in the text. ♦ Use of text structural conventions When certain components are expected, their presence or absence can impact on how the text is received, eg essays should have an introduction, a body and a conclusion; good introductory paragraphs have been found to have a significant effect on grading. ♦ Cues in students' text Certain features of the students' work may distract the assessor from how the work addresses the assessment criteria, eg an oral presentation that might appear polished and well-researched but does not address the content criteria could be graded higher than one that addresses the content criteria but is less well-presented. ♦ Teachers' prior knowledge and expectation of students Prior judgements can frame the way assessment products and performances are interpreted, and assessments may tend towards the 'assumed' or usual level for that student. ♦ Teachers' personalities The desire to be perceived as 'tough', to have a reputation for being vigorous, or to be liked, can influence the approach to grading. ♦ Teachers' beliefs about grading and education ♦ Teachers' experience in grading More experienced assessors look for evidence of learning by assessing for meaning, the less experienced tend to note what facts are contained in the assignment without assessing the overall meaning and coherence. ♦ Quality of the other papers previously received The quality of the five preceding papers has been found to have a significant impact on the grade assigned to the subsequent paper.

2019

This is a preliminary study where it is proposed that giving the students the opportunity to manage their own grading scheme can help with their learning. Conventionally, each instructor creates a grading scheme for their class, assigning certain percentages to each type of assessment they use. Each class has different types of assessment, which can include homework assignments, quizzes, mid-term exams, final exams, projects, and attendance / participation. An instructor may choose to eliminate some of these whereas using and prioritizing others based on class content. However, what is usually not considered is the lack of understanding and consideration of student psychology and characteristics that is associated with standardized assessments. Test anxiety is a known issue, and it is particularly salient with minorities. Similarly, it was also shown that specific minority groups have lower turnout rate with homework submission. Therefore, allowing the students to modify their gradi...

AMITESH PUBLISHER & COMPANY, 2024

The main drawback in the present education system is the lack of correlation between teaching and testing. As we all know, evaluation results are good incentives for the students, and they also stimulate learning. The Education Commission (1964-66) suggested reforms in the examination system. University Grants Commission prepared an Examination Reform - “PLAN OF ACTION”’ – 1976 with a view to bring reforms in our present examination system. As a result, Examination Reform Units in many universities have been established. This unit also recommended the grade system in secondary education in India. Along with the semester pattern, credit and grade systems have also come up in the education system. This paper is also discussing the grading system in secondary education in details along with its history.

Journal of Education and Practice, 2015

Assigning grades is probably the most important measurement decision that classroom teachers makes. When teachers are provided with some measurement instruction, they still use subjective value judgments when assigning grades to students. This paper therefore, examines the grading practice as valid measures of academic achievement in secondary schools student for national development. Three hundred teachers (300) were sampled by means of stratified random sampling techniques from the three senatorial districts in Delta State. A validated questionnaire was used for data collection. Mean and standard deviation was used to answer the research questions while t-test statistic was used to test the stated hypotheses at 0.05 level of significance. The results of the study revealed that there was no significant difference between male and female teachers grading of students in secondary schools; there was significant difference between urban and rural teachers assigning of grades to student...