ERIC Number: ED074519
Record Type: RIE
Publication Date: 1973
Reference Count: 0
Typical Folly: Evaluating Student Performance in Higher Education.
Battersby, James L.
This study investigates various methods of evaluating student performance in higher education. Chapter one discusses some of the possible reasons that grades given to students seem to be consistently higher than in the past. The author argues that this tendency may be due to increasing dissatisfaction with the conventional grading system. Chapter two discusses the shortcomings of letters of recommendation and standardized national exams as predictors of future performance. Chapter three argues that grades are unsuited to signify the quality of student work, inadequate as predictors of success, and inappropriate as means of discriminating among different students' achievements. Chapter four discusses some of the many diverse and unstable criteria used in assigning grades. Chapter five examines some alternatives to the grading system but finds that most of these suffer from the same weaknesses that affect grades. Chapter six proposes written evaluations of student achievement as a possible substitute for grades and discusses the possibility of combining a credit/no record system with a written evaluation system. A bibliography is included. (Author/DI)
Descriptors: Academic Achievement, Academic Records, Achievement Rating, Evaluation Criteria, Grades (Scholastic), Grading, Pass Fail Grading, Standardized Tests, Student Evaluation
National Council of Teachers of English, 1111 Kenyon Road, Urbana, Ill. 61801 (Stock No. 05354, $2.25 non-member, $2.00 member)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.