A FLEXIBLE TEST GRADING FORMULA WHICH EMPHASIZES QUALITY.
This article presents several considerations which suggest the need for more emphasis on the qualitative factor in grading examinations: (1) The speed and accuracy with which students work vary over a wide range. A large group of students, for example, was required to foot, crossfoot, and prove several columns of figures. One man finished in nine minutes while about one fourth of the group was unable to complete the work correctly in two hours. In the face of such variation there is no such thing as an "hour test." (2) The nervous tension, or in a few cases panic, with which students approach formal examinations, particularly in accounting, impairs the validity of the results. These tensions are due largely to the knowledge that a prescribed task must be completed within rigid time limits and that a small error in arithmetic or interpretation can be disastrous. (3) It is better for the morale of both teacher and student to have part of an examination well done than to have the whole examination poorly done even though accumulated point values are the same. (4) A student who knows he does not know the answer to a question deserves more credit than one who thinks he knows but does not.
- DOI
- 10.2308/tar-7065975
- Volume
- 25 (4)
- Pages
- 445-448
- Language
- en
- Export
- BibTeX
- Sources
- openalex crossref