The variation in teachers' grading practices: causes and consequences

Bonesrønning, Hans

doi:10.1016/s0272-7757(98)00012-0

Cited by 31 publications

(17 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…All of the empirical studies descending from these frameworks adopt a linear grading equation, to characterize the grading standards: in particular, estimating the parameters of the grading equation, Bonesronning (1999Bonesronning ( , 2004aBonesronning ( , 2004bBonesronning ( , 2008 finds that the slope is seldom significant, while the intercept is.…”

Section: Grading Equations and Student Achievements: A Reviewmentioning

confidence: 99%

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Iacus

Porro

2011

Education Economics

View full text Add to dashboard Cite

Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Several studies show that teachers make use of grading practices to affect students' effort and achievement. Generally linearity is assumed in the grading equation, while it is everyone's experience that grading practices are frequently non-linear. Representing grading practices as linear can be misleading both from a descriptive and a prescriptive viewpoint. Here we propose to identify grading practices as 'deviations from a reference', which is a fully non-parametric criterion, and measure their effects on achievement based on this classification. To show the effectiveness of our approach, we apply the methodology to a data-set on Italian lower secondary school. Education Economics2009, 1-21, iFirst

show abstract

Section: Grading Equations and Student Achievements: A Reviewmentioning

confidence: 99%

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Iacus

Porro

2011

Education Economics

View full text Add to dashboard Cite

show abstract

“…The second determinant of grading practices is student 'demand'. Bonesrønning (1999), for instance, argues that rent-seeking students may press for easy grading while DePaola and Scoppa (2010) highlight diverging preferences of high-and lowability students for precise versus noisy grading (see also Himmler and Schwager, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…4 While more general forms of the utility function could be imagined, the Cobb-Douglas representation captures several useful and intuitive properties also imposed in the foregoing literature. For instance, it implies positive marginal utility in both achievement and leisure (Correa and Gruver, 1987;Costrell, 1994;Bonesrønning, 1999), partial but not perfect substitutability between both goods (which appears a realistic description of human behavior), and incorporates education costs in a simple fashion (which makes further restrictive assumptions on this unnecessary). 5 The measuring unit of exam results is points.…”

Section: Assumptionsmentioning

confidence: 99%

See 1 more Smart Citation

Public expenditures, educational outcomes and grade inflation: Theory and evidence from a policy intervention in the Netherlands

Witte

Geys

Solondz

2014

Economics of Education Review

View full text Add to dashboard Cite

Abstract:This article argues that resource expansion can fail to improve actual student performance because it might cause educators to soften grading standards (i.e., induce grade inflation). Our theoretical model shows that, depending on schools' and students' reactions to resource changes, the overall effect of resources on education outcomes is ambiguous. Schools, however, have an incentive to adjust their grading structure following resource shifts, such that grade inflation is likely to accompany resource-driven policies. Exploiting a quasiexperimental policy intervention in the Netherlands, we find that additional resources may indeed induce grade inflation, particularly when the resource increase is limited.

show abstract

“…A study of Bonesrønning (1999) in upper secondary education further finds particularly strong effects for high achieving students. Fullarton and colleagues (2003) add that for the choice of subjects grading or the achievement level of students is an important factor of influence.…”

mentioning

confidence: 98%

Assessment for Qualification and Certification in Upper Secondary Education

Dufaux

2012

OECD Education Working Papers

View full text Add to dashboard Cite

OECD EDUCATION WORKING PAPERS SERIESThis series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org. ABSTRACTWithin the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary education and high stakes are associated to their performance when assessment results are used as a criterion for selection, both for access to higher education and other educational programmes and for access to the labour market. On the basis of research findings and country practices, this paper describes key features of assessment for qualification and certification in upper secondary education and discusses issues regarding its design and implementation.

show abstract

The variation in teachers' grading practices: causes and consequences

Cited by 31 publications

References 9 publications

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Public expenditures, educational outcomes and grade inflation: Theory and evidence from a policy intervention in the Netherlands

Assessment for Qualification and Certification in Upper Secondary Education

Contact Info

Product

Resources

About