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ERIC Number: ED129172
Record Type: Non-Journal
Publication Date: 1976-Apr
Reference Count: N/A
Faculty Grading Patterns. Report No. 76-12.
Georgia State Univ., Atlanta. Office of Institutional Planning.
The grading patterns of teachers at Georgia State University were examined to ascertain the relationship between course discipline fields and grading patterns controlling for teachers' academic and personal attributes. The data base consisted of over 2,000 courses comprising more than 40,000 grades and 1,000 teachers from fall 1975. A methodology is introduced to both normalize and stabilize course grade measures. The findings indicate that the academic field of the course is strongly related to the letter grade assigned. Courses emphasizing quantitative and factual learning tend to record lower grades. The higher grades are found in certain career-oriented courses, such a teacher training. There is a tendency in undergraduate courses that as class size increases, the proportion of higher grades decreases. Courses with a higher grading pattern have fewer withdrawals. The academic credentials and personal characteristics of the teachers are only modestly related to grades given. Temporary teachers have higher grades in their courses, but characteristics such as sex, marital, and minority status are not systematically related to grades given. (Author/LBH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Georgia State Univ., Atlanta. Office of Institutional Planning.