Abstract:
What factors contribute most towards student dissatisfaction with our existing letter or numerical grade system for judging exam performance? Is it that the grade or score ultimately becomes the student's whole raison d'etre? Is it that grades or scores place the student in neat little pigeon holes from which it becomes difficult to extricate himself? Is it that the process of grading or scoring an exam, itself, has little relevance to the learning process? Or, is it that student dissatisfaction is merely a reflection of student exam score expectations exceeding by an appreciable degree actual scores received? I postulate that most of my colleagues would probably argue that dissatisfaction actually results from all these factors and others even more subtle. In general, I would agree, except that in my view, the last factor noted above should be excluded.
Keywords:
grading, exams, scoring
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