Evaluating grading consistency among faculty in recitation sections


Eric Boyce: 0000-0002-5447-9016

Document Type


Conference Title/Conference Publication

American Association of Colleges of Pharmacy


Toronto, Ontario, Canada

Conference Dates

July 8-11, 2001

Date of Presentation



Objectives: The purpose of this report is to describe the methods used and data collected on grading consistency across a group of recitation-case studies sections. Methods: Faculty teaching in a one-credit, 2-hour case studies course attended a pre-course session to discuss the grading rubric and potential teaching methods to be used. The rubric contained grading criteria for case write-up and for in-class participation. Faculty discussed and came to some agreement on interpretation and use of the rubric. At the end of the semester, faculty grade sheets for each section were compared to determine the presence of outliers. Faculty then met to discuss to potential reasons for any differences and methods to enhance consistency when appropriate. Results: A total of 12 faculty were involved in teaching 12 sections to a total of 212 students. The course grades were 88.4 ±2.6% (mean +SD) (range 84.4-93.2%) for the write-up portion, 83.8 ±3.4% (range 79.4-90.2%) for the in-class participation portion, and 86.0 ±2.2% (range 83.8-90.3%) for the total grade. There were no differences among sections (P>0.05, ANOVA). One of the sections with the highest participation grades utilized a number of useful strategies to increase participation. Implications: The comparison of course grades across a number of sections of small group teaching can be useful to assist in improving grading consistency among sections, but also to explore methods to enhance the course.

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