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1.
Christina Wikström 《Assessment in Education: Principles, Policy & Practice》2005,12(2):125-144
This study investigates empirically the mechanisms behind the increasing grade point averages in Swedish upper secondary schools. Four hypotheses are presented as plausible explanations; improved student achievements, student selection effects, strategic behaviour in course choices, and lowering of grading standards. The analysis is based on extensive data, and focuses on grades and test scores from upper secondary school graduates over a 6‐year period. The result shows that the increase in grade point averages cannot be explained by better achievements, selection effects or course choices, which means that standards have been lowered, which is interpreted here as grade inflation. The grade inflation is most likely an effect of the leniency in the grading system in combination with pressure for high grading, related to the upper secondary school grades’ function as an instrument for selection to higher education. 相似文献
2.
Johan Wennström 《教育政策杂志》2020,35(5):665-691
ABSTRACT In a radical school choice reform in 1992, Sweden’s education system was opened to private competition from independent for-profit and non-profit schools funded by vouchers. Competition was expected to produce higher-quality education at lower cost, in both independent and public schools. This two-pronged study first examines to what extent the consequences of this reform deviate from the predicted results. It demonstrates increasing discrepancies between absolute test results and grades, suggesting grade inflation. Secondly, the study investigates whether the school choice reform was institutionally secured against school competition based on phenomena that are unrelated with educational quality, such as grading. It reveals that the architects of the school choice reform overemphasized the potential positive implications of market reforms and, therefore, did not deem it necessary to establish appropriate rules and institutions for school competition. Instead, grading and curriculum reforms had unintended consequences such as grade inflation and similar forms of school competition in dimensions other than school quality. The analysis of how the objective of raising the quality in Sweden’s schools through competition and choice was inadvertently undermined contains practical lessons for policymakers with regard to the use of privatization and co-production both in schools and in other fields. 相似文献
3.
Michael S. Kolevzon 《Research in higher education》1981,15(3):195-212
Recent research in higher education has exposed and documented a phenomenon that some have labeled “grade inflation.” Because of the significant implications of grade inflation for the credibility of academia's standards of excellence and accountability, efforts should be directed toward explaining why this phenomenon is occurring, and remedies sought. The present study represents a comparison of 10 departments displaying high grade inflation rates during a 7-year period with 10 departments within the same university displaying low(er) grade inflation rates. The study found an average inflation of grades of +.298 during this time period, with higher grade inflation rates related to perceived and/or actual increases in the demands or pressures placed upon the academician's role, to greater flexibility in grading options and, in particular, to the use of more subjective student-based methods of evaluation. While the study's findings also support the “peaking effect” theory that grade inflation rates will slow down, the central question remains: How high will grade point averages rise and, in the absence of positive corrective action, what will be the effect of the grade inflation phenomenon on the credibility of institutions of higher education and their graduates? 相似文献
4.
Charles D. McAllister Xiaoyue Jiang Fereydoun Aghazadeh 《Assessment & Evaluation in Higher Education》2008,33(2):167-178
Among the academic community, there is a perception that there is an upward shift in grade point average over an extended period of time without a corresponding increase in achievement. This trend has become an alarming topic among educators, industry and the general public. Some attribute increases in GPA to improvements in student quality while others point to the emergence of a consumer‐based perception of education that unjustly awards high grades. The objective of this paper is to review various opinions regarding grade inflation, investigate whether grade inflation exists in engineering curricula, and analyze the related factors. Using eight years of detailed course data from a college of engineering, we seek insight into recent grading practices within each engineering discipline. The results indicate an upward trend in grade point average and an increasing prevalence of ‘A’ grades. However, both trends match increases in student achievement potential as measured by ACT composite score. The results also show different grade outcomes among the engineering departments and the importance of class size as a predictor of grades. 相似文献
5.
Are boys discriminated in Swedish high schools? 总被引：1，自引：0，他引：1
Girls typically have higher grades than boys in school and recent research suggests that part of this gender difference may be due to discrimination of boys in grading. We rigorously test this in a field experiment where a random sample of the same tests in the Swedish language is subject to blind and non-blind grading. The non-blind test score is on average 15% lower for boys than for girls. Blind grading lowers the average grades with 13%, indicating that personal ties and/or grade inflation are important in non-blind grading. But we find no evidence of discrimination against boys in grading. The point estimate of the discrimination effect is close to zero with a 95% confidence interval of ±4.5% of the average non-blind grade. 相似文献
6.
This study examines the consequences of grade inflation at the upper secondary education level on enrolment in higher education and earnings for Sweden. Although grade inflation is unfair and may imply inefficient allocation of human resources, current knowledge of grade inflation effects on individual outcomes is scarce. One explanation is probably the challenge of measuring and estimating causal grade inflation effects. We find that grade inflation at the school level affects earnings mainly through choice of university and the chosen field of education, rather than through enrolment per se, because attending universities of higher quality and pursuing high-paying fields of education have a substantial impact on earnings. On the other hand, high-skilled students attending upper secondary schools without grade inflation and, unexpectedly, low-skilled women attending “lenient” schools are harmed by this. This causes extensive unfairness and, plausibly, detrimental welfare effects. 相似文献
7.
Murray Morton 《College Teaching》2013,61(3):93-100
To examine the antecedents of perceptions of grading fairness, approximately 600 college students were surveyed about the prevalence and desirability of 1) teaching practices that assisted students to prepare for examinations, and 2) common test scoring manipulations used to transform poor scores into acceptable ones (e.g., curving low scores upward). Students also described the fairness of the grading they had experienced. Regression analysis revealed that grading fairness was predicted best by exposure to the teaching practices rather than the scoring practices. Results are discussed in terms of the possible effects of these teaching and grading practices on grade inflation. 相似文献
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9.
Peter T. Koper Kenneth J. Sanney John B. Mitchell 《Assessment & Evaluation in Higher Education》2015,40(2):248-264
Recently published evidence of limited learning among American college students confirms the damage done when students, faculty and institutions pursue interests that conflict with the educational process. The ‘disengagement compact’ in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching (SET) scores and fewer complaints from students does damage wherever it operates. The work of Johnson confirms the link between SET and grade inflation. We propose a modification of an earlier grade index, the Real Grade Point Average (GPA), and propose as well an index for SET scores, the Real SET, to make inflated grades and inflated SET scores more visible. Used by institutions, parts of institutions or individual faculty, Real GPA and Real SET would encourage and protect faculty and students who offer or seek out educational experiences that have not been deflected by greed, sloth or cowardice. 相似文献
10.
潘玥舟 《天津职业院校联合学报》2013,(11):22-28
人力资源对外包业务流程的每个环节至关重要,而高端人才的流失对企业损失最大。从分析中国与印度竞争最大外包供应商、软件测试人才缺失、知识流程外包人才高端化服务、金融服务国际竞争优势与劣势、第三方和第四方物流外包发展潜力,提出人力资源需要在服务外包产业中升级,与高校、职业院校广泛开展培训合作机制,不断提升服务外包人才的竞争力。 相似文献
11.
Fairness in access to HE is unarguably a subject of paramount importance. Wherever a student’s secondary school scores are relevant for access to HE, grade inflation practices may jeopardize fair access. Pressures for high grading are common in the context of educational consumerism and competition between schools and students. However, they are not equally distributed across different types of schools, given that they have distinct relationships with the State and the market, and work with distinct populations. Specifically, the schools that are more subject to market pressures (namely private schools) are, in principle at least, the ones with more incentives to inflate their students’ grades. This paper presents an empirical study based on a large, 11 years database on scores in upper secondary education in Portugal, probing for systematic differences in grade inflation practices by four types of schools: public schools, government-dependent private schools, independent (fee-paying) private schools, and specially funded public schools in disadvantaged areas (TEIP schools). More than 3 million valid cases were analysed. Our results clearly show that independent private schools inflate their students’ scores when compared to the other types of schools. They also show that this discrepancy is higher where scores matter most in competition for HE access. This means that—usually wealthier—students from private independent schools benefit from an unfair advantage in the competition for the scarce places available in public higher education. We conclude discussing possible solutions to deal with such an important issue. 相似文献
12.
This paper describes the trends in course-by-course grading at a large public urban university over a recent six-year period. To determine if systematic grade inflation was occurring, the study analyzed 144 individual undergraduate courses. Multiple linear regressions were fitted to more than 125,000 final course grades by courses. Most course grading patterns showed little evidence of systematic and homogeneous change over time. Hence, the increasing cumulative GPA for undergraduates at the institution studied was not caused by a general relaxing of grading standards. Rather, the supposition is that more students are moving away from traditional curricula into courses and degree programs which they find have grading standards reflecting their abilities and/or interests.Presented at the Annual Forum of the Association for Institutional Research, Houston, Texas, May 1978. 相似文献
13.
Higher education in the United States is facing increasing demands for colleges and universities to demonstrate what students learn and that they are providing a high-quality education experience during the undergraduate years (Pascarealla et al. in Chang Mag High Learn 42(1):16–22, 2010). Despite evidence of the elevation of grades in higher education dating back to the 1970s, attempts to rein in this phenomenon have been largely unsuccessful (Nikolakakos et al. in Coll Univ 87(3):2–14 2012). It is our contention that attempts to reform grading have not succeeded because their focus is too narrow. After providing background information on the extent and causes of grade inflation, we will propose a synergistic approach to dealing with the problem of grade inflation. 相似文献
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15.
Max S. Marshall 《College Teaching》2013,61(4):216-218
Abstract The results of a two-year study indicate that collaborative testing is a valuable pedagogical strategy that can both assess and enhance student learning. After finishing their first attempt at each exam, students were given a second attempt either working collaboratively in small groups or individually with open books and notes. Collaborative testing consistently produced significantly higher test scores. In addition, students' retention of course content is shown to be improved when collaborative testing is used. Concerns about grade inflation are alleviated through the use of proportionally weighted grading. 相似文献
16.
近年来我国高等教育越来越趋向大众化,出现教育需求膨胀、教育资源紧缺、高校经费紧缺等现象,使高等学校的办学效率成为关注的热点.以华东地区普通高等学校教育资源投入产出情况为例,运用DEA模型对这六省一市五年间的高校教育资源人力、物力、财力方面的指标进行运算,得出华东地区的普通高校教育发展水平一定程度上取决于区域经济发展水平.解决建议主要包括:多渠道筹资、建立高校教育资源配置的平衡机制、创建特色的现代高等教育等. 相似文献
17.
Wolfgang Lehmann 《British Educational Research Journal》2012,38(2):203-218
Human capital theorists perceive of educational expansion as beneficial to individuals, corporations and national economies, while social closure theorists have claimed that inflation of credential requirements maintains traditional status inequalities. In this paper I argue that status inequalities are not only maintained by credential inflation, but also the inflation of extra‐credential experiences. As undergraduate degrees become more common, access to employment and further education opportunities increasingly depend on extra‐curricular and ‘enriching’ educational experiences. Using qualitative data from a longitudinal study of working‐class university students in Canada, I will address the mechanisms by which they have gained or were denied access to such experiences. The data suggest that working‐class students’ relative lack of financial resources and social networks are barriers to the development of extra‐credential experiences, which in turn leads to the change of educational and career plans for some. 相似文献
18.
Johan Samuelsson 《Education 3-13》2019,47(3):333-347
The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance. 相似文献
19.
依据Fuzzy模糊综合评判法,对河北省地质旅游资源的质量进行了模糊综合评价,给出了地质旅游资源各要素的评价标准,确定了河北省地质旅游资源各指标体系的权重．经过复合运算得出评价结果,认为河北省各地质旅游资源总量相对应的地质旅游地开发等级较低,具有明显的空间地域性。 相似文献
20.
培养学生的核心素养是生物教学的重要目标,基于智慧资源平台的智慧教学模式强调以生物学习资源为基础,在课前、课间、课后进行智慧资源共享,有利于提高学生核心素养。利用智慧资源测试平台可以诊断学生的学习水平,并根据学生的生物学习能力提供学习资源。文章对基于智慧资源平台的中学生物教学模式进行相关探讨。 相似文献