Rethinking Penalties for Late Work: The Case for Flexibility, Equity, and Support

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jessica S. Kruger
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引用次数: 1

Abstract

Specifications grading is an alternative approach designed to establish assessment criteria aligned with well-defined learning outcomes while giving students autonomy and choice with respect to their level of achievement in a course and focus on the act of learning instead of earning points. Degrees in public health are based on the development of discipline-specific competencies, making them prime candidates for a specifications grading design. This study presents the implementation process and evaluation of specifications grading applied to three graduate health promotion courses, including a comparison of final letter grade distribution as well as student and instructor perceptions of the grading scheme implementation. We hypothesized that although the grading scheme may take some adjustment by students, overall students would feel more control over their letter grade and therefore less stress. The process of revising requirements for assignments and maintaining alignment with competencies is discussed. There were no differences in the distribution of final letter grades between traditional points-based grading and specifications grading. However, students were overwhelmingly favorable toward the specifications grading scheme, with a majority reporting reduced stress, more flexibility, a clearer understanding of the learning objectives and grading standards, greater engagement with the course content, and the perception of greater control over final grades. Using a grading scheme based on displaying competencies is logical in the public health education context. This study supports the application of specifications grading for meeting student and instructor needs, and contributing to an equitable learning environment.
重新思考迟到的惩罚:灵活、公平和支持的案例
规范评分是另一种方法,旨在建立与明确定义的学习成果相一致的评估标准,同时给予学生自主和选择,尊重他们在课程中的成就水平,并关注学习行为而不是赚取分数。公共卫生学位是基于学科特定能力的发展,使他们成为规范分级设计的主要候选人。本研究提出了三个研究生健康促进课程的规范评分的实施过程和评估,包括最终字母评分分布的比较以及学生和教师对评分方案实施的看法。我们假设,尽管评分方案可能需要学生进行一些调整,但总体而言,学生对自己的字母分数有更多的控制,因此压力更小。讨论了修改任务要求和保持与胜任力一致的过程。在传统的基于点的评分和规范评分之间,最终字母评分的分布没有差异。然而,学生们压倒性地支持规范评分方案,大多数人表示压力减轻,更灵活,对学习目标和评分标准有更清晰的理解,对课程内容有更大的参与度,对最终成绩有更大的控制权。在公共卫生教育背景下,使用基于展示能力的评分方案是合乎逻辑的。本研究支持规范评分的应用,以满足学生和教师的需求,并促进公平的学习环境。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
33.30%
发文量
0
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