ERIC Number: EJ1061949
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 15
Student and Faculty Perceptions on Plus-Minus Grading: A Case Study
Fries, Ryan N.; Conklin, Jamie; Krim, Jessica S.; Smith, Deborah A.
Educational Research Quarterly, v36 n4 p49-68 Jun 2013
The decision of higher education institutions to grade student performance with whole letters or with pluses and minuses has many factors. In particular, student and faculty opinions on this choice require further study. Faculty at Southern Illinois University Edwardsville (SIUE) recently investigated recent opinions by reviewing literature and the grading practices of peer institutions, and by surveying both students and faculty at SIUE. The primary findings of the study indicated that 1) an overwhelming majority of students (83%) are satisfied with SIUE's current whole letter grading scale, 2) most faculty (59%) favored a change to plus-minus grades, and 3) students and faculty alike noted that accurate reflection of performance was the most important issue to consider when choosing a grading system. Based on the evidence collected, SIUE chose to retain the whole letter grading system for the time being.
Descriptors: Grading, Case Studies, Teacher Attitudes, Student Attitudes, College Faculty, College Students, Educational Practices, Evaluation Methods, Student Evaluation, Surveys
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Illinois