Grading Practices as Push and Pull Factors in Tertiary Learning in the Implementation of Outcomes-Based Education

Abstract

Grading practices have long been a controversial issue in the academe. There is an urgency to revisit the grading practices of college instructors in the changing landscape of educational policies. This study aimed to identify and differentiate the grading practices that promote and inhibit learning in the outcomes-based education (OBE) among college instructors in English 1 using descriptive survey method design, interview, and documentary analysis. The statistical methods used were weighted mean, one way ANOVA and t-test. The result of the study discussed that the majority of the respondents are in 31-36 years of age, female, married, having Masters Degree and with four to six years experience in teaching. The highest promoter of learning to grading practices as perceived by teachers was grading based on the stated learning outcomes. The identified inhibitor of learning practices was giving of deductions in the student’s grades based on behavior. Results also show that the grading practices of instructors have no significant difference when grouped according to their profile. The findings of the study were used as an input towards the formulation of proposed guidelines to improve the grading practices in the implementation of OBE. Keywords - Grading Practices, Descriptive –Survey, Outcomes-based Education, One-way ANOVA, t-test of independence, Intended learning outcomes, Philippines