Evaluation Practices: A Study of College Grading Using Normative and Utilitarian Orientations

Abstract

source of administrative concern. This article argues that differential evaluation practices emanate from basic differences in disciplinary educational objectives and corresponding socialization strategies. Applying Etzioni's typology of complex organizations to academic departments, the authors dichotomize disciplines into normative and utilitarian types. Significant differences in grade distributions are observed between the two t'pes. Sociology and the other social sciences fall within the normative type but manifest a mixed quality which makes them interstitial to the humanities andapplied sciences. Implications for teaching and educational policy are discussed.