Search results for: Grades

Page 1/1 5 items
1
A Grade of 80%: The New “Fail”
Authors: Libman Zipi
Current studies indicate that the requirements of academia in recent years have been low and that students today devote significantly less time to learning than in the past. The name of the game today appears to be high grades at sale prices, making 80% the new “fail.” This disconcerting phenomenon, known as “grade inflation,” can be defined as an upward shift in grades without a demonstrated increase in the knowledge-based performance of students. The author argues that the solution is understanding the causes and effects of grade inflation requires, first and foremost, education professionals to conduct a discussion on the organizational level regarding evaluation within their respective institutions.
Published: 2016
Updated: Sep. 18, 2016
2
Is the Sky Falling? Grade Inflation and the Signaling Power of Grades
Authors: Pattison Evangeleen, Grodsky Eric, Muller Chandra
This article describes grade inflation as compromises the signaling value of grades and undermines their capacity to achieve the functions for which they are intended. Therefore, the authors argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, they find that in the decades following 1972: (a) grades have risen at high schools and dropped at 4-year colleges, in general, and selective 4-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all.
Published: 2013
Updated: Oct. 26, 2014
3
Grading Styles and Disciplinary Expertise: The Mediating Role of the Teacher’s Perception of the Subject Matter
Authors: Biberman-Shalev Liat, Sabbagh Clara, Resh Nura, Kramarski Bracha
This study examines the mediatory role of the taechers' perception of the subject matter in the relation between their disciplinary expertise and their grading style. Data were collected from a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002.
Published: 2011
Updated: Jun. 24, 2012
4
Troubles with Grades, Grading, and Change: Learning from Adventures in Alternative Assessment Practices in Teacher Education
Authors: McClam Sherie, Sevier Brian
In this article, the authors are teacher educators who explore their own attempts to transform teacher–student relations by altering traditional grading practices. Using actor-network theory, the authors examine the social effects produced across and throughout a school of education when they changed the meaning and significance of grades. he findings reveal the deeply ingrained and broadly interconnected role that traditional understandings of grades play in defining and stabilizing identities and responsibilities.
Published: 2010
Updated: Apr. 04, 2011
5
Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics
Authors: Crede Marcus, Roch Sylvia G., Kieszczynka Urszula M.
A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades and GPA. These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance. Implications for theoretical frameworks of student academic performance and educational policy are discussed.
Published: 2010
Updated: Nov. 10, 2010