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Grading systems, features of assessment and students' approaches to learning
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-5066-8728
Swedish University of Agriculture.
2009 (English)In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 14, no 2, 185-194 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2009. Vol. 14, no 2, 185-194 p.
Keyword [en]
ECTS, grading system, assessment, Bologna process
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-17666DOI: 10.1080/13562510902757260OAI: oai:DiVA.org:liu-17666DiVA: diva2:211114
Note
This is an electronic version of an article published in:Lars Owe Dahlgren , Andreas Fejes, Madeleine Abrandt-Dahlgren and Nils Trowald, Grading systems, features of assessment and students' approaches to learning, 2009, Teaching in Higher Education, (14), 2, 185-194.Teaching in Higher Education is available online at informaworldTM: http://dx.doi.org/10.1080/13562510902757260Copyright: Taylor & Francishttp://www.tandf.co.uk/journals/default.aspAvailable from: 2009-04-08 Created: 2009-04-08 Last updated: 2017-12-13Bibliographically approved

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Dahlgren , Lars Owe Fejes, AndreasAbrandt-Dahlgren, Madeleine

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CiteExportLink to record
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