Grading Practices Research Articles

COVID-19 disruptions and education in South Africa: Two years of evidence

ABSTRACT This paper provides an overview of learning losses and altered schooling patterns in South Africa during the COVID-19 pandemic (2020–2021). Five major trends emerge from a review of the evidence. These include significant learning losses (38–118% of a year of learning), widened learning inequality, lowered grade repetition rates, increased secondary school enrolments and an unprecedented rise in candidates writing and passing the National Senior Certificate (NSC) examination. School completion significantly increased in 2021 and 2022, spurred by COVID-19 adjusted assessment and promotion practices in Grades 10 and 11. Larger numbers of youth also achieved a NSC pass or Bachelor's pass enabling access to university. With twin pandemic shocks of learning losses and secondary school enrolment increases, remediating losses and realigning progression rules to effective assessment practices should be prioritised.

Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom

ABSTRACT Cisgender and heterosexual norms permeate every level of language classrooms, from textbooks to classroom discourse to teachers’ actions, constraining queer/trans learners’ ability to be themselves. Yet queer/trans and non-queer/trans learners alike may challenge cisheteronormativity within the language classroom and create new possibilities. We investigate the possibilities of queer/trans learners’ agency within these normative structures by bringing together three cases from larger separate projects, examining the context and actions of learners in each setting as they attempt to queer their classrooms to make them habitable. Drawing from Ahmed’s queer phenomenology, we analyze the devices that orient students to classroom cisheteronormativity, actions that students and their accomplices may take to breach these norms, and the reactions to and potential of such breaches within the L2 classroom context. We find that orienting devices, including curricular representation, language use, and grading practices, convey implicit and explicit messaging that can limit expressions of gender and sexuality. Yet queer breaches, when not subject to straightening, can lead to new classroom possibilities for expression, playfulness, and identity validation. We conclude by considering the implications of this analysis for practice.

More A’s and I get to stay? How grading influences employment outcomes for contingent faculty

ABSTRACT Research has shown that changes in job security cause changes in grading behavior for lecturer faculty, but the impact of grading practices on future workload assignments is unknown. In this paper we use a detailed dataset of lecturers at a large public university to test the theory that awarding higher grades improves the probability of positive employment outcomes in the future. Lecturers that award higher grades receive significantly higher workload hours, are more likely to have their entitlement met and to receive repeat course assignments in the future, and these effects are larger for lecturers on contracts with more uncertainty.

Beyond Traditional Assessment: Exploring the Impact of Large Language Models on Grading Practices

Beyond Traditional Assessment: Exploring the Impact of Large Language Models on Grading Practices

Reliability Issues in Standardized Assessment: A Study of the SSC English Examinations in Khyber Pakhtunkhwa

This research attempted to examine the reliability issues in the standardized assessment of the SSC English examinations in Khyber Pakhtunkhwa. Discrepancies in students’ achieved score on the examinations and their actual scores raise questions about the grading of the said English examinations. This study employed a survey with open-ended questions. The data were collected from students who scored 90% or above marks on the examinations through random sampling. The data were analyzed both qualitatively and quantitatively. The preliminary findings revealed a significant discrepancy between students' grades and their actual writing proficiency as identified through inter-rater grading. The study revealed a noticeable depreciation in inter-rater grading compared to the Board grades, thereby creating doubts about the reliability of the grading practices of the standardized English assessment. It is suggested that paper grading methods and techniques of board examinations are revisited.

How hermeneutics can guide grading in integrated STEAM education: An evidence‐informed perspective

AbstractAddressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence‐informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi‐structured interviews and artefacts of teachers' instruction and assessment practice. We analysed qualitative data from interviews and artefacts using a general inductive approach. The teachers in our study pushed back against ‘objective’ views of grading, whereby grades are composites of summative assessments, in favour of informed and contextualised grading, which aims to document and support a negotiated understanding of each student's learning journey. Teachers' grading practices aligned with a hermeneutic approach to classroom assessment validity: the teachers (a) collected and interpreted a wide range of evidence of student (re)learning; (b) centred students' perspectives and evidences; and (c) employed their professional judgement to determine students' grades. Teachers characterised grading as a process of accounting for all available evidence, blurring the boundaries between formative and summative assessment. Documenting the learning process, rather than focusing on products, can support deeply integrated learning. Importantly, the teachers supported students in documenting their own learning and negotiating their grades with reference to self‐generated evidence. This practice stands to reduce power imbalances between students and teachers and foster students' self‐regulated learning. Our findings inform a framework which STEAM educators can use to guide grading in integrated classrooms, an enduring challenge for integrated learning.

Saint Mary’s University Senior High School Grade 12 Students’ Level of Sexual Knowledge and Extent of Sexual Practices

This study aimed to determine the level of sexual knowledge and the extent of sexual practices of Grade 12 senior high school students. Using a mixed-method design, this study used random stratified sampling and an adapted and modified questionnaire to collect data. The findings indicate that the respondents, primarily male and female students from the STEM strand with middle-class backgrounds, rely on social media for sexual education. They possess average knowledge, leaning more towards general information than contraception. Further, they exhibit an improved awareness of sexual health but have gaps in specific topics. Despite their knowledge, they are unlikely to engage in sexual activities, suggesting comfort in discussing sex with peers, parents, and teachers. Gender significantly influences their sexual knowledge, while demographics like strand, socioeconomic status, relationship status, and information sources have no significant impact. Moreover, there is a low correlation between sexual knowledge and practice, emphasizing the need for a more comprehensive sex education. In conclusion, organizing workshops, seminars, and symposiums by the school and local health departments is essential to cultivate a comprehensive understanding of sex, sexuality, and related topics among teachers and parents, thereby facilitating the dissemination of credible information.

Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark and Robert Talbert

Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education, by David Clark and Robert Talbert

Undergraduate Grading Practices of International and Domestic Faculty: Evidence From Three Large U.S. Public Universities

Undergraduate Grading Practices of International and Domestic Faculty: Evidence From Three Large U.S. Public Universities

PENYULUHAN CUCI TANGAN TERHADAP PERILAKU HIDUP BERSIH DAN SEHAT DI SDS GALILEA HOSANA PADANG BULAN SELAYANG KECAMATAN MEDAN SELAYANG

PHBS stands for Clean and Healthy Living Behavior, aiming in the health sector to cultivate clean and healthy living behavior in the form of individuals, groups or the wider community. PHBS must be cultivated especially to children, for example through educational institutions. The purpose of counseling is carried out to prevent the disease is that children are taught to wash their hands. The counseling was conducted at Galilee Hosana School, Jl. Bunga Terompet No.30, Padang Bulan Selayang II, Kec. Medan Selayang, Medan City on December 6, 2023. As a result, 4th grade students of SDS Galelia Hosana can understand and practice hand washing properly and correctly. So it can be concluded that PHBS counseling on hand washing practices in grade 4 students is useful and important for health.

“Students Feel More Dignified": Alternative Grading and Self-Assessment in Online Courses

Judging, marking, and ranking students is a common practice in higher education, though the pervasive dependence upon grades to dictate a student’s success or failure has come under increased scrutiny. While “ungrading” and alternative grading practices are endorsed by progressive educators, there are few systematic, empirical studies of student responses to nontraditional grading. This study analyzed student reports of the benefits, challenges, and suggested improvements for “ungrading” using peer and self-assessment in two fourth-year undergraduate courses (N = 87). Student responses were overwhelmingly positive; notable positive effects of ungrading include increased motivation, decreased stress, and improved connection with peers. Challenges included being too self-critical and needing the guidance of a rubric for a gauge of where students stand in the course. Implications of this study include suggestions for freedom from the restriction, stress, and competition associated with grades, and the potential to move toward a postsecondary experience characterized by authenticity and intrinsic motivation.

Application of Peer Method Tutoring in Cultivating Sense of Belonging Junior High School Students to Online Learning

A sense of belonging is a very important feeling for students to build relationships in the classroom community through face-to-face and online learning. The fact that the teacher found during the teaching practice of grade VII junior high school students in online learning, the teacher found a lack of belonging to their class community. Following up on these problems, the teacher facilitates students by applying the peer tutoring method that allows students to get support from teachers and peers so that it has the potential to foster a sense of belonging to students. The purpose of writing is to describe the application of the peer tutor method as an effort to foster a sense of belonging to students, especially in class VII junior high school students. The method used is descriptive qualitative. This research was conducted in SKK Erenos where a total of 52 students became respondents. Writing concludes that the application of the peer tutoring method is carried out by combining synchronous and asynchronous learning to help students foster a sense of belonging in online learning even though they have not achieved maximum results. Teachers need a correct and reflective heart response to face various challenges in the world of education. Teachers cannot change students' personalities but can become facilitators to create class communities that love one another. The advice to the teacher is to continue the implementation of the peer tutoring method consistently for a long time to foster a sense of belonging to students in online learning.

Streamlining Grading Processes: A Study on the Efficacy of Microsoft Excelas a Tool for Minimizing Teacher Workload and Shortening Test Paper Checking Time

This research study investigates the effectiveness of Microsoft Excel as a tool for streamlining grading processes in educational institutions. The study examines whether MS Excel can minimize teacher workload or shorten the time required from checking periodical exam, recording of exam’s results, accomplishing item analysis, and generating SMEA (School Monitoring, Evaluation, and Adjustment) data particularly the MPS (Mean Percentage Score) results. The research adopts a mixed-methods approach, combining quantitative data analysis and qualitative feedback from participating teachers. The study begins by exploring the current grading practices and challenges faced by teachers in traditional paper-based grading systems. These challenges include time-consuming manual calculations, repetitive data entry, and the potential for errors during the grading process. The hypothesis is that utilizing Excel's features, such as formulas, functions, and automated formatting, can significantly improve the grading workflow. The two-sided p-value is reported as <.001 with 95% confidence interval. Therefore, there is strong evidence to reject the null hypothesis and conclude that there is a significant difference between the Traditional_Process and ExcelBased_Process. The results of this study suggest that implementing Microsoft Excel as a grading tool has the potential to streamline grading processes, minimize teacher workload, and shorten test paper checking time, recording scores, accomplishing item analysis, and generating SMEA-MPS results. The findings can inform educational institutions and educators about the benefits of leveraging technology to enhance grading efficiency. Further research can explore additional features of Excel or other software tools that could further optimize grading procedures.

The Role of the National Assessment and Accreditation Council in Ensuring Quality Education in the Indian Education System: An Analysis of Its Accreditation Standards and Grading Practices

The National Assessment and Accreditation Council (NAAC) strives to uphold the quality of education by conducting transparent assessments and certifying Higher Education Institutions (HEIs). Through the Assessment and Accreditation (A&A) process, educational institutions are rigorously evaluated to ensure their adherence to guidelines and requirements established by esteemed national bodies, like NAAC. These accreditation standards evolve to meet the diverse needs and capabilities of various stakeholders. This study delves into the functioning of NAAC and its pivotal role in the comprehensive evaluation of HEIs in India, fostering a robust educational landscape across the nation. Furthermore, it explores the evolution of the NAAC Grading System from 1995 to 2023 and analyzes the qualitative and quantitative aspects of the Self Study Report (SSR) as integral components of the A&A process for HEIs in India.

Awareness, Attitude and Practices of Grade 10 Students Toward Environ-mental Stewardship

The purpose of this study was to assess the environmental awareness, attitudes towards environmental protection, and environmental practices of Grade 10 students. The study used a mixed-method sequential design and involved 150 students from three National High Schools in Zambales. The results showed that Grade 10 students had a good level of awareness about environmental protection laws (M=8.42, SD=1.63) and environmental stewardship promotion (M=8.58, SD=1.42). They were supportive of community environment protection (M=3.33) and school environment protection (M=3.46). However, the students observed improper waste segregation in both the school and community, leading to an increased interest in promoting environmental protection activities. There was a moderate positive correlation between the students' level of awareness on environmental protection and stewardship promotion and their environmental practices. Similarly, there was a moderate positive correlation between their environmental attitude in the community and school and their environmental protection practices. The Grade 10 students who are aware of the importance of protecting the environment and promoting ecological stewardship tend to be more concerned about conserving energy and natural resources. They are also supportive of activities aimed at protecting their school and community environments, and are observant of environmental problems in these areas. The study found that students' awareness and attitudes towards environmental protection and ecological stewardship have a positive impact on their practices to conserve and protect the environment. The study recommends that schools and communities should involve students in environmental protection activities to encourage their support for conserving energy and natural resources.

Historical racial redlining and contemporary patterns of income inequality negatively affect birds, their habitat, and people in Los Angeles, California

Abstract The Home Owners’ Loan Corporation (HOLC) was a U.S. government-sponsored program initiated in the 1930s to evaluate mortgage lending risk. The program resulted in hand-drawn “security risk” maps intended to grade sections of cities where investment should be focused (greenlined areas) or limited (redlined zones). The security maps have since been widely criticized as being inherently racist and have been associated with high levels of segregation and lower levels of green amenities in cities across the country. Our goal was to explore the potential legacy effects of the HOLC grading practice on birds, their habitat, and the people who may experience them throughout a metropolis where the security risk maps were widely applied, Greater Los Angeles, California (L.A.). We used ground-collected, remotely sensed, and census data and descriptive and predictive modeling approaches to address our goal. Patterns of bird habitat and avian communities strongly aligned with the luxury-effect phenomenon, where green amenities were more robust, and bird communities were more diverse and abundant in the wealthiest parts of L.A. Our analysis also revealed potential legacy effects from the HOLC grading practice. Associations between bird habitat features and avian communities in redlined and greenlined zones were generally stronger than in areas of L.A. that did not experience the HOLC grading, in part because redlined zones, which included some of the poorest locations of L.A., had the highest levels of dense urban conditions (e.g., impervious surface cover), whereas greenlined zones, which included some of the wealthiest areas of the city, had the highest levels of green amenities (e.g., tree canopy cover). The White population of L.A., which constitutes the highest percentage of a racial or ethnic group in greenlined areas, was aligned with a considerably greater abundance of birds affiliated with natural habitat features (e.g., trees and shrubs). Conversely, the Hispanic or Latino population, which is dominant in redlined zones, was positively related to a significantly greater abundance of synanthropic birds, which are species associated with dense urban conditions. Our results suggest that historical redlining and contemporary patterns of income inequality are associated with distinct avifaunal communities and their habitat, which potentially influence the human experience of these components of biodiversity throughout L.A. Redlined zones and low-income residential areas that were not graded by the HOLC can particularly benefit from deliberate urban greening and habitat enhancement projects, which would likely carry over to benefit birds and humans.

Teachers’ Beliefs About Grading, Grades, and Student Classroom Conduct

In this mixed-methods study, inservice and preservice teachers (n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling.

Exploring the Impact of Ungrading on Student Learning

In most academic disciplines and schooling contexts, grading practices tend to vary by individual instructor preferences and habits. The field of Library and Information Science (LIS) is no different, with grading practices and norms varying even within a particular program. Despite these variations in assessment, a unifying factor across all fields is the understanding of learning itself, and there is a great deal known about how people learn, regardless of discipline/course/program (Bransford et al., 2000). Bringing insights from the Learning Sciences, this study aims to investigate the impact of ungrading on student learning. Specifically, we primarily employ a qualitative approach informed by a sociocultural perspective of learning and human development. Our in-progress research aims to understand how ungrading, which involves eliminating or minimizing grades in the assessment process, affects students' learning and their learning experiences in the context of two IT-focused asynchronous courses in a library and information science program master’s program in the southeast of the United States. To gather insights about students’ learning experiences, data collection methods will include semi-structured interviews, focus groups, and participant observation, with a particular focus on how students’ perceptions and experiences of ungrading impact how they learn. Pre- and post-hoc tests will be used to study learning mastery of course content. The findings will offer implications for research and practice related to how to best support LIS student learning, especially within the context of online, asynchronous, higher education courses.

(Un)making the grade: An instructor’s guide to mitigating the negative impacts of grades within a neoliberal university system

<p>Critics of the neoliberal university argue that grading undermines student learning. In this article, I survey the literature in order to ascertain whether such critiques are supported by pedagogical research. Investigating the relationship between grading and motivation, feedback, and autonomy, respectively, I conclude that grades most often do undercut learning. I explore the implications for instructors at Canadian universities, suggesting that abandoning grades is currently neither feasible nor best for students. I propose pragmatic adaptations to common grading practices that better promote learning and conclude that the implementation of less grade-centric assessment strategies is not only the best way to support student learning but also a way to challenge and mitigate the influences of neoliberal ideology in higher education.</p>

Current practices and perspectives on clerkship grading in obstetrics and gynecology

Clerkship grades in obstetrics and gynecology play an increasingly important role in the competitive application process to residency programs. An analysis of clerkship grading practices has not been queried in the past 2 decades in our specialty. This study aimed to investigate obstetrics and gynecology clerkship directors' practices and perspectives in grading. A 12-item electronic survey was developed and distributed to clerkship directors with active memberships in the Association of Professors of Gynecology and Obstetrics. A total of 174 of 236 clerkship directors responded to the survey (a response rate of 73.7%). Respondents reported various grading systems with the fewest (20/173 [11.6%]) using a 2-tiered or pass or fail system and the most (72/173 [41.6%]) using a 4-tiered system. Nearly one-third of clerkship directors (57/163 [35.0%]) used a National Board of Medical Examiners subject examination score threshold to achieve the highest grade. Approximately 45 of 151 clerkship directors (30.0%) had grading committees. Exactly half of the clerkship directors (87/174 [50.0%]) reported requiring unconscious bias training for faculty who assess students. In addition, some responded that students from groups underrepresented in medicine (50/173 [28.9%]) and introverted students (105/173 [60.7%]) received lower evaluations. Finally, 65 of 173 clerkship directors (37.6%) agreed that grades should be pass or fail. Considerable heterogeneity exists in obstetrics and gynecology clerkship directors' practices and perspectives in grading. Strategies to mitigate inequities and improve the reliability of grading include the elimination of a subject examination score threshold to achieve the highest grade and the implementation of both unconscious bias training and grading committees.