Consistent College Grading Standards Through Equating

Hills, John R.

doi:10.1177/001316447203200113

Cited by 4 publications

(2 citation statements)

References 7 publications

(1 reference statement)

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“…That is, an A at an "easy" school is not equivalent to an A at a "hard" school. \{hile this is an important problem as evidenced by the large number of papers in the literature (e.g., Bloom & Peters, -3-1961;Hills, 1972;Lindquist, 1963;Tucker, 1963), it is not dealt with in this paper. Before such grade adjustments for ability variation among schools can be performed, it is necessary to convert reported grades to some common numerical system.…”

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confidence: 99%

Conversion of High School Grade Averages Reported in Different Systems1

Breland

1973

ETS Research Bulletin Series

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Using data from a national random sample of 16,685 high school seniors collected in 1972, 10 different grade average reporting systems were analyzed by means of a nonlinear least squares procedure. A grade conversion table was created by relating reported grade averages in all of the systems to common percentile ranks in class. It was suggested that the 10 systems are probably reducible to only 4 fundamentally different systems.

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Conversion of High School Grade Averages Reported in Different Systems1

Breland

1973

ETS Research Bulletin Series

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“…Chansky (1964), after reviewing literature with regard to GPAs, concluded that GPAs have several shortcomings with no inherent, stable meaning among universities. Hills (1972) opined that college grading practices are chaotic at times and potentially inhumane towards students. Hu (2005) noted that Princeton University experimented with a strict policy on the number of As and Bs awarded in its undergraduate classes while Harvard University, by contrast, had no such policy and the reported median grade given to undergraduates was an A-.…”

Section: Studies Between 1960 To 2017mentioning

confidence: 99%

Analysis of Grade Variances in Multisection Calculus Classes

Shaffer¹

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PagesThe purpose of this dissertation was to explore grade variances associated with multisection calculus grades. The method for the project was quantitative examining grade distribution patterns that existed between calculus sections at a public university void of an overarching grading policy during the case study. Results showed that different grade distribution patterns by different instructors were primarily due to student-centric characteristics.The significant findings suggest that student grades are firmly in control of students. Only when course grade averages were at the extreme did evidence suggest that instructor-centric characteristics played meaningful role in student grade determination.

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Grade Conversion: A Table for Transforming Grades Reported with Different Grading Systems

Breland

1975

The Journal of Educational Research

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Consistent College Grading Standards Through Equating

Cited by 4 publications

References 7 publications

Conversion of High School Grade Averages Reported in Different Systems1

Conversion of High School Grade Averages Reported in Different Systems1

Analysis of Grade Variances in Multisection Calculus Classes

Grade Conversion: A Table for Transforming Grades Reported with Different Grading Systems

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