کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
372724 | 622142 | 2011 | 12 صفحه PDF | دانلود رایگان |
In Germany, the Abitur grades awarded at the end of upper secondary education are critical in the allocation of sought-after university places. Drawing on a representative sample of 3526 grade 13 Abitur students in the German state of Baden-Württemberg, this article examines whether and to what extent grading is affected by the mean achievement of the school serving as frame of reference (“group-referenced grading”), and to what extent this influence differs for coursework and examination grades in mathematics and English as a foreign language. Overall, the results indicate that the higher level of standardization of the central Abitur examinations makes examination grades less susceptible to frame-of-reference effects than are coursework grades.
► The comparability of teacher-assigned grades is thought to be limited.
► There is evidence for reference group effects in grading.
► Grades from central exams are less susceptible for such frame of reference effects.
Journal: Studies in Educational Evaluation - Volume 37, Issue 4, December 2011, Pages 206–217