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The flunking of Joshua T. Bates
Driving home from the beach on Labor Day, Joshua receives some shocking news from his mother: he must repeat third grade.
Book
Undergraduate Grading Practices of International and Domestic Faculty: Evidence From Three Large U.S. Public Universities
Given the prominence of international instructors in higher education, understanding their grading practices is essential for informing college grading debates. This first large-scale assessment of undergraduate grading practices highlights how different demographic, classroom and departmental factors shape international instructors’ grading behaviors. Using a unique dataset of over 2,000 randomly selected instructors from three public universities, we examine (a) whether undergraduate-level grading practices differ between domestic and international instructors, (b) what factors contribute to the differences, and (c) whether the differences vary across key subgroups. We find that international instructors grade lower than domestic instructors—about 35% of a standard deviation lower on average. Part of this gap is explained by the concentration of international instructors in particular departments. International instructor grading practices differ across regions of origin, prior U.S. higher education experience, gender, and race. Our results provide insights into U.S. college grading debates and supporting the international instructor workforce.
Journal Article
Alternative grading practices in undergraduate STEM education: a scoping review
Alternative grading strategies are increasingly popular in higher education, but research into the outcomes of these strategies is limited. This scoping review aims to provide an overview of the relevant research regarding alternative grading strategies in undergraduate STEM and identify gaps in the literature to inform future research. This scoping review was done using the stages as described by Arksey and O’Malley (Int J Soc Res Methodol 8(1):19–32, 2005). The results of this review indicate there is a lack of consensus on the theoretical foundation for the benefits of alternative grading and, therefore, limited validated tools being used to capture these benefits. Additionally, we find that research into alternative grading methods tends to occur in both disciplinary and practice-based silos.
Journal Article
Experimental Evidence on Teachers’ Racial Bias in Student Evaluation: The Role of Grading Scales
A vast research literature documents racial bias in teachers’ evaluations of students. Theory suggests bias may be larger on grading scales with vague or overly general criteria versus scales with clearly specified criteria, raising the possibility that well-designed grading policies may mitigate bias. This study offers relevant evidence through a randomized Web-based experiment with 1,549 teachers. On a vague grade-level evaluation scale, teachers rated a student writing sample lower when it was randomly signaled to have a Black author, versus a White author. However, there was no evidence of racial bias when teachers used a rubric with more clearly defined evaluation criteria. Contrary to expectation, I found no evidence that the magnitude of grading bias depends on teachers’ implicit or explicit racial attitudes.
Journal Article