grade distributions – Family Science Association

Using Grade Distributions for Assessment of a Child and Family Science Program

Authors

Kathleen D. Dyer, Child and Family Science, California State University Fresno

Outcomes assessment in an academic family science program led to the accidental discovery of grade inflation that was causing impaction problems in upper-division major courses. The current analysis evaluates the effectiveness of a policy intervention designed to improve academic rigor in previously grade-inflated classes. The new policy required an annual grade distribution report placed in faculty personnel files in order to raise awareness of grading practices. Both before and after the policy change (2011 and 2018), we analyzed three data sources: course grade distributions, an objective, comprehensive exam for graduating seniors, and anonymous student surveys in classes. After the intervention, the percentage of As earned in classes was dramatically reduced, while performance on the comprehensive exam was dramatically improved. The number of failing grades remained constant, and student perceptions of classes in the program remained unchanged.

Values-based assessment and learning objectives: An invited essay in conversation with Dyer (2023)

DOI: 10.26536/KJCD6443

Authors

Erin S. Lavender-Stott, School of Education, Counseling, & Human Development, South Dakota State University

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This paper is in conversation with Dyer (2023). Grading and assessment are integrated elements of 21st-century higher education with many viewpoints, and the two papers are two of these perspectives. In this paper, I present a course structure that focuses on scaffolding with student empowerment, growth, and success at the forefront of the design. I also present options for program assessment that focuses on skills and competencies as outcomes. Each instructor and program should consider their own values, outcome goals, and the context of the student body and university when designing assessments.