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Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

Note: This is a student project from a course affiliated with the Ethnography of the University Initiative. EUI supports faculty development of courses in which students conduct original research on their university, and encourages students to think about colleges and universities in relation to their communities and within larger national and global contexts.

Grading and Evaluation Procedures

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Bookmark or cite this item: http://hdl.handle.net/2142/1894

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PDF Research Process.pdf (62KB) Research Process PDF
PDF Instructor Interview Questions.pdf (26KB) Instructor Interview Questions PDF
PDF Student Survey Questions.pdf (29KB) Student Survery Questions PDF
PDF Group 3 Bibliography.pdf (73KB) Group 3 Bibliography PDF
PDF Rough Draft.pdf (94KB) Rough Draft PDF
PDF Grade Paper Final.pdf (124KB) Grade Paper Final PDF
PDF Timeline.pdf (55KB) Timeline PDF
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Title: Grading and Evaluation Procedures
Author(s): BTW 250-D2_06-03; Patel, Nipa; Krop, Benjamin; Meyer, Justin
Subject(s): Academics Grading/Evaluation
Abstract: This project investigates the perceived fairness of grading procedures by students and faculty at the U of I. On the basis of surveys, interviews, and literature research, the study finds that 61% of students felt that they had received an “unfair” grade during academic career here at the University and that 51% of students believe that their grades are an accurate representation of their abilities. There is a larger than expected fraction of satisfied students, which serves as a testament to the efforts of the University to use effective and fair procedures. Furthermore, many students accept that the system is not perfect and problems are bound to occur. Nevertheless, there remains a significant portion of students who remain unsatisfied. In a majority of instances dissatisfaction is directly related to some form of miscommunication on either the student or instructor’s behalf. The authors argue that it is the responsibility of the instructors and department heads to thoroughly communicate the goals of each course and also consistent means of judging coursework. Conversely, the diligent student has the responsibility to question the instructor until the goals and grading methods are clearly understood.
Issue Date: 2006-05-15
Genre: Essay
Type: Text
URI: http://hdl.handle.net/2142/1894
Publication Status: unpublished
Date Available in IDEALS: 2007-09-02
 

This item appears in the following Collection(s)

  • Student Learning
    This collection examines student learning both in and beyond the classroom.
  • Student Communities and Culture
    The university offers an extraordinary opportunity to study and document student communities, life, and culture. This collection includes research on the activities, clubs, and durable social networks that comprise sometimes the greater portion of the university experience for students.

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