Skip to main content
SLU:s publikationsdatabas (SLUpub)

Forskningsartikel2009Vetenskapligt granskadÖppen tillgång

Grading systems, features of assessment and students' approaches to learning

Lars Owe, Dahlgren; Fejes, Andreas; Abrandt-Dahlgren, Madeleine; Trowald, Nils

Sammanfattning

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.

Nyckelord

ECTS; grading system; assessment; Bologna process

Publicerad i

Teaching in Higher Education
2009, Volym: 14, nummer: 2, sidor: 185-194
Utgivare: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

    Globala målen

    Säkerställa en inkluderande och likvärdig utbildning av god kvalitet och främja livslångt lärande för alla

    UKÄ forskningsämne

    Lärande
    Pedagogik

    Publikationens identifierare

    DOI: https://doi.org/10.1080/13562510902757260

    Permanent länk till denna sida (URI)

    https://res.slu.se/id/publ/44587