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ERIC Number: ED012947
Record Type: RIE
Publication Date: 1966
Pages: 52
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
SOME EFFECTS OF A REFINED GRADING SCALE.
CRAWFORD, JACK J.; PETTIT, MAURICE L.
THIS STUDY DETERMINED THE EFFECTS OF A REFINED FRACTIONAL GRADING SCALE UPON STUDENT ACHIEVEMENT AND COMPARED THE REFINED SCALE WITH THE TRADITIONAL SCALE AS THESE COMPARISONS REFLECTED PREDICTIVE VALUE, HONOR ROLL STATUS, FACULTY AND STUDENT RECEPTIVITY TO THE REFINED SCALE, AND THE SELECTION OF PROBATIONARY STUDENTS. THE STUDY SAMPLE WAS 2,200 STUDENTS IN 32 DEPARTMENTS AT CENTRAL WASHINGTON STATE COLLEGE. ORIENTATION SESSIONS PROVIDED INSTRUCTIONS FOR REPORTING GRADES TO 183 INSTRUCTORS. THE FRACTIONAL SCALE CONSISTED OF 45 INTERVALS FROM .0 TO 4.5. BOTH FRACTIONAL AND TRADITIONAL GRADES WERE GIVEN. STUDENT REACTION TO THE SCALE WAS ASSESSED BY AN OPINIONNAIRE. WHEN THE FRACTIONAL SCALE WAS USED, (1) HIGHER CORRELATIONS BETWEEN PREDICTED GRADES AND ACHIEVED GRADES WERE OBTAINED FOR STUDENTS IN 20 DEPARTMENTS WHILE LOWER CORRELATIONS WERE OBTAINED FOR STUDENTS IN FOUR DEPARTMENTS, (2) DIFFERENT STUDENTS WERE SELECTED FOR HONORS AND PROBATION, (3) STUDENTS SELECTED FOR PROBATION TENDED TO HAVE HIGHER HIGH SCHOOL GRADES, AND (4) A MORE DISCREET REPORT OF STUDENT ACHIEVEMENT WAS POSSIBLE. STUDENTS FAVORED THE FRACTIONAL SCALE AND FELT IT REVEALED TRUE PERFORMANCE MORE ACCURATELY. (SK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Central Washington State Coll., Ellensburg.
Identifiers: N/A