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Volumn 18, Issue 1, 2011, Pages 41-57

Student appeals of grades: A comparative study of university policies and practices

Author keywords

Appeals policy; Criteria; Fairness; Grade grievance; Justice theory; Standards

Indexed keywords


EID: 79551551494     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/0969594X.2011.535301     Document Type: Article
Times cited : (7)

References (15)
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  • 3
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    • Cognitive development and formal schooling; the evidence from cross-cultural research
    • ed. L. Moll, Cambridge: Cambridge University Press
    • Cole, M. 1990. Cognitive development and formal schooling; the evidence from cross-cultural research. In Vygotsky and education: Instructional implications and applications of socio-historical psychology, ed. L. Moll, 89-110. Cambridge: Cambridge University Press.
    • (1990) Vygotsky and Education: Instructional Implications and Applications of Socio-historical Psychology , pp. 89-110
    • Cole, M.1
  • 5
    • 79551571770 scopus 로고    scopus 로고
    • Paper presented at the International Conference on Engineering Education (ICEE), July 21-25, in Valencia, Spain
    • Gynnild, V., and L. Terry. 2003. An investigation of student appeals and critical review. Paper presented at the International Conference on Engineering Education (ICEE), July 21-25, in Valencia, Spain.
    • (2003) An Investigation of Student Appeals and Critical Review
    • Gynnild, V.1    Terry, L.2
  • 7
    • 33751081344 scopus 로고    scopus 로고
    • A social constructivist assessment process model: How the research literature shows us this could be best practice
    • Rust, C., B. O'Donovan, and M. Price. 2005. A social constructivist assessment process model: How the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education 30, no. 3: 231-240.
    • (2005) Assessment & Evaluation In Higher Education , vol.30 , Issue.3 , pp. 231-240
    • Rust, C.1    O'Donovan, B.2    Price, M.3
  • 8
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • Sadler, D.R. 1989. Formative assessment and the design of instructional systems. Instructional Science 18, no. 2: 119-144.
    • (1989) Instructional Science , vol.18 , Issue.2 , pp. 119-144
    • Sadler, D.R.1
  • 9
    • 34249654283 scopus 로고    scopus 로고
    • Interpretations of criteria-based assessment and grading in higher education
    • Sadler, R.D. 2005. Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education 30, no. 2: 175-194.
    • (2005) Assessment & Evaluation In Higher Education , vol.30 , Issue.2 , pp. 175-194
    • Sadler, R.D.1
  • 10
    • 77951195221 scopus 로고    scopus 로고
    • Indeterminacy in the use of preset criteria for assessment and grading
    • Sadler, D.R. 2009. Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education 34, no. 2: 159-179.
    • (2009) Assessment & Evaluation In Higher Education , vol.34 , Issue.2 , pp. 159-179
    • Sadler, D.R.1
  • 12
    • 84993729340 scopus 로고    scopus 로고
    • The role of assessment in a learning culture
    • Shephard, L.A. 2000. The role of assessment in a learning culture. Educational Researcher 29, no. 7: 4-14.
    • (2000) Educational Researcher , vol.29 , Issue.7 , pp. 4-14
    • Shephard, L.A.1
  • 15
    • 0039627976 scopus 로고    scopus 로고
    • Grade distributions, grading procedures, and students' evaluations of instructors: A justice perspective
    • Tata, J. 1999. Grade distributions, grading procedures, and students' evaluations of instructors: A justice perspective. The Journal of Psychology 133, no. 3: 261-273.
    • (1999) The Journal of Psychology , vol.133 , Issue.3 , pp. 261-273
    • Tata, J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.