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This study examined the relationship among beliefs about grades and teaching goals of college faculty, along with the extent to which there exist systematic differences among the academic disciplines with respect to these beliefs and goals. A national sample of 442 undergraduate teaching faculty responded to a survey asking them to rate the importance of 6 clusters of teaching goals. The survey also measured orientations toward a preference for norm-referenced or criterion-referenced grading, and beliefs about using grades to sort and select students on the basis of achievement. The results indicated that faculty in hard, pure disciplines (such as math and science) tended to believe more strongly in the gatekeeping function of grades (the sorting and selecting of students) than did faculty in soft, applied life disciplines (such as education) and soft, pure, nonlife disciplines (such as history). Faculty who viewed their primary role as one of teaching students subject matter facts and principles held stronger gatekeeping attitudes than did faculty who identified their primary teaching role as one of fostering student development and personal growth. (Contains 14 references.) (MDM)

Descriptors: College Faculty, Educational Attitudes, Educational Objectives, Educational Philosophy, Grading, Higher Education, Individual Development, Intellectual Disciplines, Student Evaluation, Surveys, Teaching Methods, Undergraduate Study











Autor: Barnes, Laura L. B.; Bull, Kay S.; Campbell, N. Jo; Perry, Katye M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10646&id=ED420223







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