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ERIC Number: ED311958
Record Type: RIE
Publication Date: 1989
Pages: 19
Abstractor: N/A
Reference Count: 0
Grading Philosophy Survey, Fall 1989.
Catonsville Community Coll., MD. Office of Institutional Research.
In 1989, a survey was conducted at Catonsville Community College to establish a consensus about the underlying philosophy governing the college's grading policy. The survey respondents included 167 full-time or adjunct faculty members, 15 student personnel professionals, 8 administrators, and 6 library, media, or telecommunications professionals. Study findings included the following: (1) more than 75% of the respondents agreed that grading practices should reflect the student's skill and knowledge attainment and differentiate between levels of competence attained; that grades are a means of enforcing standards; that grades should be based on a standard established by the teacher and made known to the student in advance; that grades provide a reward system for the student who accomplishes course objectives; that grades should be criterion referenced, and reflect the quality of work done and the level of responsibility accepted by the student; and that grades given in courses taught by several faculty should be reviewed periodically for consistency; (2) there was clear disagreement with statements that grades destroy student motivation, that a failing grade serves only as punishment, that grading creates damaging anxiety, and that grading should be curved; and (3) opinions were split or a large number of respondents had no opinion regarding the subjective/judgmental nature of grades, and the extent to which grades should reflect student motivation, attendance, and attitudes. A comparison of responses by instructional area and respondent group, the survey instrument, and responses to open-ended questions are included. (JMC)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Catonsville Community Coll., MD. Office of Institutional Research.