ERIC Number: ED166235
Record Type: RIE
Publication Date: 1978-Jul
Reference Count: 0
The Effect of Nonstandard Undergraduate Assessment and Reporting Practices on the Graduate School Admissions Process. GRE Board Research Report GREB No. 76-14R.
Knapp, Joan; Hamilton, I. Bruce
This survey identified problems encountered by deans and admissions staff from 35 graduate schools regarding a typical undergraduate assessment and reporting procedures such as credit by examination, credit for prior learning or field experience, narrative transcripts, and pass/fail grading. Eighteen of these schools were studied in depth via site visits in order to provide attitudinal and anecdotal information. Graduate school deans and faculty reported that they have not received a great number of nonstandard transcripts or transcripts with nonstandard notation. Nevertheless, when such records do appear in student applications, they cause two major problems: because grades usually are not associated with nonstandard notation, grade-point averages cannot be calculated easily; and information that explains nonstandard notation rarely accompanies the transcripts. Credit by examination, credit for prior learning, and credit for faculty-sponsored field experience cause fewer problems in the admissions process than narrative transcripts, provided the number of these credits is small and not in the student's major field. Narrative descriptions of achievement are problematic because of the lack of a comparative basis for judgment, the uneven nature of the descriptions, and the length of the reports. Survey questions and sample transcripts are appended. (Author/GDC)
Descriptors: Academic Records, Administrative Problems, Admission Criteria, College Admission, Credentials, Grading, Graduate Study, Higher Education, Informal Assessment, National Surveys, Nontraditional Education, Student Evaluation
Graduate Record Examinations, Educational Testing Service, Princeton, New Jersey 08541 (free while supplies last)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers: Evaluation Problems
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