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Grading standards and course challenge: an analytical-empirical approach

Publication type
Ridley,D.; Quanty,M.; Sciabica,M;. (2003) Grading standards and course challenge: an analytical-empirical approach . Research in Post-Compulsory Education, 8 (3). pp. 345-365.

Abstract

Following the introduction of a policy to reduce the number of high grades awarded in a department, not only did mean grades fall but student ratings of course challenge and difficulty rose significantly.
Publication type:
Article
Theme(s) and sub-theme(s):
Curriculum (including learning, teaching and assessment) > Assessment and feedback
Generic Themes > International
Authors:
Ridley,D.; Quanty,M.; Sciabica,M;
Publication title:
Research in Post-Compulsory Education
Official URL:
Reference number:
LTA183
Summary deposited on:
30 May 2007
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