课程等级

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2020-04-01 DOI:10.5325/jasseinsteffe.10.1-2.0085

D. Eubanks, A. Good, Megan Schramm-Possinger

{"title":"课程等级","authors":"D. Eubanks, A. Good, Megan Schramm-Possinger","doi":"10.5325/jasseinsteffe.10.1-2.0085","DOIUrl":null,"url":null,"abstract":"abstract:This study analyzes the reliability of approximately 800,000 college grades from three higher educational institutions that vary in type and size. Comparisons of intraclass correlation coefficients (ICCs) reveal patterns among institutions and academic disciplines. Results from this study suggest that there are styles of grading associated with academic disciplines. Individual grade assignment ICC is comparable to rubric-derived learning assessments at one institution, and both are arguably too low to be used for decision making at that level. A reliability lift calculation suggests that grade averages over eight (or so) courses per student have enough reliability to be used as outcome measures. We discuss how grade statistics can complement efforts to assess program fairness, rigor, and comparability, as well as assessing the complexity of a curriculum. The R code and statistical notes are included to facilitate use by assessment and institutional research offices.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"75 1","pages":"111 - 85"},"PeriodicalIF":0.0000,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Course Grade Reliability\",\"authors\":\"D. Eubanks, A. Good, Megan Schramm-Possinger\",\"doi\":\"10.5325/jasseinsteffe.10.1-2.0085\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"abstract:This study analyzes the reliability of approximately 800,000 college grades from three higher educational institutions that vary in type and size. Comparisons of intraclass correlation coefficients (ICCs) reveal patterns among institutions and academic disciplines. Results from this study suggest that there are styles of grading associated with academic disciplines. Individual grade assignment ICC is comparable to rubric-derived learning assessments at one institution, and both are arguably too low to be used for decision making at that level. A reliability lift calculation suggests that grade averages over eight (or so) courses per student have enough reliability to be used as outcome measures. We discuss how grade statistics can complement efforts to assess program fairness, rigor, and comparability, as well as assessing the complexity of a curriculum. The R code and statistical notes are included to facilitate use by assessment and institutional research offices.\",\"PeriodicalId\":56185,\"journal\":{\"name\":\"Journal of Assessment and Institutional Effectiveness\",\"volume\":\"75 1\",\"pages\":\"111 - 85\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Assessment and Institutional Effectiveness\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5325/jasseinsteffe.10.1-2.0085\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Assessment and Institutional Effectiveness","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5325/jasseinsteffe.10.1-2.0085","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 4

摘要

本研究分析了来自三所不同类型和规模的高等教育机构的大约80万份大学成绩的可靠性。类内相关系数(ICCs)的比较揭示了机构和学科之间的模式。本研究的结果表明，存在与学科相关的评分风格。个人等级分配ICC与某一机构的基于规则的学习评估相当，但两者都太低，无法用于该级别的决策。可靠性提升计算表明，每个学生超过8门(或左右)课程的平均成绩具有足够的可靠性，可以用作结果度量。我们讨论了成绩统计如何补充评估课程公平性、严谨性和可比性的努力，以及评估课程的复杂性。包括R代码和统计注释，以方便评估和院校研究办公室使用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Course Grade Reliability

abstract:This study analyzes the reliability of approximately 800,000 college grades from three higher educational institutions that vary in type and size. Comparisons of intraclass correlation coefficients (ICCs) reveal patterns among institutions and academic disciplines. Results from this study suggest that there are styles of grading associated with academic disciplines. Individual grade assignment ICC is comparable to rubric-derived learning assessments at one institution, and both are arguably too low to be used for decision making at that level. A reliability lift calculation suggests that grade averages over eight (or so) courses per student have enough reliability to be used as outcome measures. We discuss how grade statistics can complement efforts to assess program fairness, rigor, and comparability, as well as assessing the complexity of a curriculum. The R code and statistical notes are included to facilitate use by assessment and institutional research offices.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Assessment and Institutional Effectiveness Social Sciences-Education

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.