Course Letter Grades and Rates of D, W, F Grades Can Introduce Variability to Course Comparisons

Autor/in	James, Nicole M.
Titel	Course Letter Grades and Rates of D, W, F Grades Can Introduce Variability to Course Comparisons
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.526-534 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (James, Nicole M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Chemistry; Science Instruction; Course Descriptions; Grades (Scholastic); Comparative Analysis; Assignments; Educational Practices; Research Universities; Undergraduate Students; Alignment (Education); Grading; Educational Policy; Introductory Courses; Educational Change + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursstrukturplan; Notenspiegel; Assignment; Auftrag; Zuweisung; Bildungspraxis; Forschungseinrichtung; Notengebung; Schulnote; Politics of education; Bildungspolitik; Einführungskurs; Bildungsreform
Abstract	Course grades are commonly used as an evaluation metric within institutions and as part of education research. However, using grades to compare across course sections may implicitly assume that grades are awarded similarly and consistently. This article details how different sections of the same course offered differing amounts of extra credit and adjusted letter grades to different extents at the end of the term ("post hoc"). In one section, extra credit altered the letter grades of 26.6% of students, and post hoc adjustments altered the letter grades of 35.4% of students. In contrast, in a concurrently-offered section, 1.7% of student grades changed due to extra credit, and 4.3% due to post hoc adjustments. This may complicate some grade-based assessments of instructors, curricula, pedagogical practices, or students. We hope this catalyzes further study into how widespread this phenomenon is, what mechanisms influence it, and what the implications are. Meanwhile, we suggest that education researchers might consider explicitly discussing any available evidence that grades are consistently awarded and/or the possible repercussions of any inconsistency. When not possible, this might be discussed as a study limitation. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01