The Changing Landscape of Grading Systems in US Higher Education

Autor/inn/en	Kleinman, Steven B.; Leidman, Mary Beth; Longcore, Andrew J.
Titel	The Changing Landscape of Grading Systems in US Higher Education
Quelle	In: Perspectives: Policy and Practice in Higher Education, 22 (2018) 1, S.26-33 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3108
DOI	10.1080/13603108.2017.1279692
Schlagwörter	Higher Education; Enrollment; Undergraduate Students; Research Assistants; Universities; Statistical Analysis; Grading; Grades (Scholastic); Grade Point Average; New York; Pennsylvania; Massachusetts; New Jersey; Maryland; Virginia; Connecticut; Maine; New Hampshire; Vermont; Rhode Island; District of Columbia; Delaware + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Einschulung; Forschungspersonal; University; Universität; Statistische Analyse; Notengebung; Schulnote; Notenspiegel; Master-Studiengang
Abstract	The following study explores the landscape of grading systems utilised in higher education, focusing on the frequency of different types of assessment scales (including Straight Letter, Plus/Minus, and other alternative policies). Although numerous studies have explored the relationship between university grading system and student behaviour, motivation, and overall perception of education experience, little research has been done to quantitatively analyse the number of colleges and universities that employ a specific grading policy. The present study addresses this gap in scholarship, using a sample of 620 schools from 12 states (and the District of Columbia) in the Northeast region of the USA. Results of the study find significant patterns of difference in the grading procedures across universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01