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ERIC Number: ED072781
Record Type: Non-Journal
Publication Date: 1972-Dec-11
Pages: 100
Abstractor: N/A
Reference Count: N/A
Grading Patterns and Practices. A Study of Grading Patterns and Practices During Winter Quarter, 1972 at St. Mary's Junior College, Minneapolis, Minnesota.
Claesgens, Roger; And Others
Results of a grading-policies study in 1972 at St. Mary's Junior College are presented. To obtain information regarding these policies, an eight-page questionnaire was administered to all 47 faculty members. The three parts of the questionnaire were: I. Evaluation Tools and Approaches; II. Overall Approach to Grading; and III. Other Factors in Evaluation. Each of the parts was analyzed for both general and technical education faculty members, and differences were noted. In addition, all technical education faculty (n=14) completed an additional one-page form relating to the grading practices used in the clinical experience. The study results include the following: (1) the final examination and final course grade, written quizzes and unit tests were the most frequently used in both general and technical education courses; (2) the most frequently used method of reporting evaluation to students in general education courses was the letter grade, whereas in technical education it was in terms of points; (3) the practice of pass/no pass and satisfactory/unsatisfactory was used infrequently; (4) in general education courses, the most frequent practice of determining letter grades was use of the normal curve and adjusting grades to fit performance; (5) in approximately 60% of general education courses and 70% of technical education courses, the evaluation score is translated into a letter grade either all, most, or some of the time; (6) generally, students did not "contract" for final grades in either type of course; (7) within the technical education courses, clinical laboratory factors are more important than any others. Six appendixes provide additional information. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A