The Minimum Grading Controversy

Carey, Theodore; Carifio, James

doi:10.3102/0013189x12453309

Cited by 8 publications

(4 citation statements)

References 21 publications

(22 reference statements)

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“…There are also concerns that minimum grading contributes to well-documented grade inflation [29] (a phenomenon that may include a higher average grade, more students being given A's, or both). Research on minimum grading [30] in one school district shows that neither of these things happened. In one of the few large-scale quantitative studies on classroom grading, Carey and Carifio [30] present an analysis of seven years of grading data collected from a school that implemented minimum grading.…”

Section: Alternative Grade Scales and Practicesmentioning

confidence: 96%

“…Research on minimum grading [30] in one school district shows that neither of these things happened. In one of the few large-scale quantitative studies on classroom grading, Carey and Carifio [30] present an analysis of seven years of grading data collected from a school that implemented minimum grading. They used standardized test results to show that students who earned at least one minimum grade actually outperformed their peers who did not receive any minimum grades on standardized testing.…”

Section: Alternative Grade Scales and Practicesmentioning

confidence: 96%

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Relative impacts of different grade scales on student success in introductory physics

Webb

Paul

Chessey

2020

Phys. Rev. Phys. Educ. Res.

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In deciding on a student's grade in a class, an instructor generally needs to combine many individual grading judgments into one overall judgment. Two relatively common numerical scales used to specify individual grades are the 4-point scale (where each whole number 0-4 corresponds to a letter grade) and the percent scale (where letter grades A through D are uniformly distributed in the top 40% of the scale). This paper uses grading data from a single series of courses offered over a period of 10 years to show that the grade distributions emerging from these two grade scales differed in many ways from each other. Evidence suggests that the differences are due more to the grade scale than to either the students or the instructors. One major difference is that the fraction of students given grades less than C− was over 5 times larger when instructors used the percent scale. The fact that each instructor who used both grade scales gave more than 4 times as many of these low grades under percent scale grading suggests that the effect is due to the grade scale rather than the instructor. When the percent scale was first introduced in these courses in 2006, one of the authors of this paper, who is also one of the instructors in this dataset, had confidently predicted that any changes in course grading would be negligible. They were not negligible, even for this instructor.

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Section: Alternative Grade Scales and Practicesmentioning

confidence: 96%

Section: Alternative Grade Scales and Practicesmentioning

confidence: 96%

Relative impacts of different grade scales on student success in introductory physics

Webb

Paul

Chessey

2020

Phys. Rev. Phys. Educ. Res.

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“…In contrast, most modern applications of percentage grades set the averages at 75 (which translates to a letter grade of C) and establish 60 or 65 as the minimum threshold for passing. This practice dramatically increases the likelihood of a negatively skewed grade distribution that is "heavily gamed against the students" (Carey & Carifio, 2012).…”

Section: Other Student's Grading Indicatorsmentioning

confidence: 99%

Qualitative Research Analysis of using Electronic Class Record for Assessments and Evaluations

Lee

2024

Preprint

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The Electronic Class Record (E-Class Record) from Department of Education (DepEd) is an Information Software used by Faculty Members in different schools depending on their level status of the Students at present. This Information System tool is designed to facilitate proper evaluations, assessment reports and effectively getting the total progress and performance grading results exclusively for the Senior High School Students in Diliman College - Quezon City. The E-Class Record which is formatted by using a Microsoft Excel spreadsheet file document gives the teachers an important grading information and evaluations on which class recording of grades are now more reliable and efficient. The construction of the Qualitative research study is for me to gather the descriptive analysis statements made from the respondents’ point of view, and how they have been assessed and satisfied by their own experiences in using the Electronic Class Record (E-Class Record) effectively and efficiently. Purpose - The purpose of conducting a qualitative research study is for us to know the relevance, importance, and the effectiveness of using the Electronic Class Record (E-Class Record). This may also serve as an opener or an introductory information from most Teachers who always use the E-Class Record as a basis of their class grading purposes, and they can easily identify the Information Systems’ objectives, strengths, and goals within.

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“…It also provides admission counselors with an inaccurate assessment of the students' academic abilities and may lead to acceptance into a university that is above the students' academic ability (Carey & Carifio, 2012;Carifio & Carey, 2013;Goodwin, 2011). There are many negative ramifications to inflating grades both in academia and the business arena (Bar et al,2012).…”

Section: Academic Dilutionmentioning

confidence: 99%