Faculty Perceptions of Grades: Results from a National Survey of Economics Faculty
Results from a survey of U.S. economics faculty (816 responses) indicate the extent to which grades are emphasised in their classes. We measure learning- and grade-orientations and relate our findings to empirical research in economics and educational psychology. We find agreement among economics faculty on a broad range of grade-oriented attitudes and behaviours. We note differences between views of economics faculty and empirical research on several key topics. Free-form comments indicate a concern with grade distributions, the influence of grades on student evaluations of teaching, and grade inflation.
Volume (Year): 11 (2012)
Issue (Month): 1 ()
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