Exploring Grading Discrepancies Across Academic Majors

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-10 - Centering Students' Knowledges in Institutional Assessment

Abstract

Inconstant grading practices can eliminate the usefulness of grades as a comparative tool for admissions committees and employers, especially in highly competitive fields. The purpose of this study was to gain a better understanding of grading discrepancies across academic majors while accounting for student achievement. A two-level hierarchical linear model was used to assess the effects of major ACT scores, student ACT scores, and Academic Colleges on course grades. Higher student or average ACT scores are related to higher course grades. The within-major relationship between student ACT and course grades varied across majors. There were differences in academic colleges between course grades rewarded, specifically the college of Engineering giving lower grades than the College of Education and Human Sciences.

Author

• Brooke Milstead, University of Nebraska - Lincoln