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| ERIC #: | EJ579817 |
| Title: | Using Marks To Assess Student Performance: Some Problems and Alternatives. |
| Authors: | Dalziel, James |
| Descriptors: | Case Studies; College Instruction; College Students; Grading; Higher Education; Introductory Courses; Large Group Instruction; Measurement Techniques; Psychology; Student Evaluation; Student Participation |
| Source: | Assessment & Evaluation in Higher Education, v23 n4 p351-66 Dec 1998 |
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N/A |
| Publisher: | N/A |
| Publication Date: | 1998-00-00 |
| Pages: | N/A |
| Pub Types: | Guides - Classroom - Teacher; Journal Articles; Reports - Evaluative |
| Abstract: | Traditional grading systems use numerals in a manner equivalent to psychological measurement, and encounter many of the problems associated with psychological measurement, particularly in aggregating grades to obtain a single score. Problems are illustrated by a university's grading system for 1,039 students in a first-year psychology course. Alternatives to traditional grading, including student involvement in the process, are considered. (Author/MSE) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | N/A |
| Identifiers: | N/A |
| Record Type: | Journal |
| Level: | N/A |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | ISSN-0260-2938 |
| Audiences: | Teachers; Practitioners |
| Languages: | English |
| Education Level: | Higher Education |
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