ERIC Number: ED378893
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Current Trends in Grades and Grading Practices in Undergraduate Higher Education. Results of the 1992 AACRAO Survey.
Riley, Herbert J.; And Others
A national survey of trends in college grading practices was conducted in 1992 by gathering data from college registrars. The survey instrument, which had been field-tested, was sent to registrars at 2,302 institutions and responses were gathered from 1,601 (70 percent response rate). Among the general findings were the following: (1) 97 percent of respondents indicated their institutions use some form of a letter grading system and 90 percent use a 4.0 grading scale; (2) data showed movement away from including transfer grades in both grade point average calculations and in making honors determinations; (3) 98 percent of institutions allow faculty to authorize a grade of "incomplete" in special circumstances; (4) there was great variation between institutions on the time period at which grade changes are no longer allowed and on deadlines for students to drop courses without the enrollment appearing on the permanent academic record; (5) 86 percent of institutions allowed students to repeat courses to better their grades, and the majority of these included the most recent or highest grade in the student's cumulative grade point average. Appendixes contain the survey instrument, further tables of data, and American Association of Collegiate Registrars and Admissions Officers member profiles. (Contains 48 references.) (JB)
Descriptors: Academic Records, Academic Standards, Educational Trends, Grades (Scholastic), Grading, Higher Education, National Surveys, Registrars (School), School Policy, Student Evaluation, Tables (Data), Undergraduate Study
AACRAO Distribution Center, P.O. Box 231, Annapolis Junction, MD 20701 ($15 for members, $18 for non-members).
Publication Type: Reports - Research; Numerical/Quantitative Data; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: American Association of Collegiate Registrars and Admissions Officers, Washington, DC.