Research article - Peer-reviewed, 2009
Grading systems, features of assessment and students' approaches to learning
Lars Owe, Dahlgren; Fejes, Andreas; Abrandt-Dahlgren, Madeleine; Trowald, NilsAbstract
The Bologna process aims at harmonising the higher education systems in the Europe. One of the most important tools proposed for such a purpose is the European Credit Transfer System. A significant element of this system is a common seven-step grading scale. It has previously been shown that assessment characteristics impact on students' approaches to learning. Furthermore, there is also empirical evidence that judgement criteria have an effect on students' learning. The focus of this article is on the relationships between grading systems, assessment characteristics and students' learning. Empirical evidence from a Swedish survey study indicates that multi-step grading scales may have detrimental repercussions on the nature of the assessment tasks and thereby indirectly on the students' approaches to learning. We suggest that the effects of grading systems need to be considered in the current discussion in order to support quality in learning.Keywords
ECTS; grading system; assessment; Bologna processPublished in
Teaching in Higher Education2009, volume: 14, number: 2, pages: 185-194
Publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Authors' information
Lars Owe, Dahlgren
Fejes, Andreas
Abrandt-Dahlgren, Madeleine
Trowald, Nils
Swedish University of Agricultural Sciences, Division of Educational Affairs
Sustainable Development Goals
SDG4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
UKÄ Subject classification
Learning
Pedagogy
Publication Identifiers
DOI: https://doi.org/10.1080/13562510902757260
URI (permanent link to this page)
https://res.slu.se/id/publ/44587