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Grading and Evaluation Procedures

Authors
Publication Date
Keywords
  • Academics
  • Grading/Evaluation
Disciplines
  • Communication

Abstract

This project investigates the perceived fairness of grading procedures by students and faculty at the U of I. On the basis of surveys, interviews, and literature research, the study finds that 61% of students felt that they had received an “unfair” grade during academic career here at the University and that 51% of students believe that their grades are an accurate representation of their abilities. There is a larger than expected fraction of satisfied students, which serves as a testament to the efforts of the University to use effective and fair procedures. Furthermore, many students accept that the system is not perfect and problems are bound to occur. Nevertheless, there remains a significant portion of students who remain unsatisfied. In a majority of instances dissatisfaction is directly related to some form of miscommunication on either the student or instructor’s behalf. The authors argue that it is the responsibility of the instructors and department heads to thoroughly communicate the goals of each course and also consistent means of judging coursework. Conversely, the diligent student has the responsibility to question the instructor until the goals and grading methods are clearly understood.

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