Publication Type

Journal Article

Version

publishedVersion

Publication Date

5-2020

Abstract

The controversial bell curve has received considerable attention in recent years as a grade distribution tool where “norm-referenced grading involves comparing students’ performances with each other” rather than where they fall on a “predefined continuum of quality” (Brookhart, 2013, p. 258). Despite educators’ deep concern on the fairness of bell curve grading, there is little research done on students’ conceptions of that grading system in higher education. This correlational study uses open-ended questions and three instruments to measure students’ conceptions of the fairness of bell curve grading, their goal orientations, and motivation. Undergraduates from three universities participated in the survey (N = 211). Results suggest that students have a formalized conception of bell curve grading, perceive it to be generally fair, but tend to hold negative views about its impact on learning. The correlations with their goal orientation and levels of motivation, while yielding constructive inferences, were not overly significant.

Keywords

Bell curve grading, fairness, goal orientation, motivation, tertiary education

Discipline

Asian Studies | Educational Assessment, Evaluation, and Research | Higher Education

Research Areas

Legal Theory, Ethics and Legal Education

Publication

International Journal for the Scholarship of Teaching and Learning

Volume

14

Issue

1

First Page

1

Last Page

9

ISSN

1931-4744

Publisher

Georgia Southern University

Copyright Owner and License

Authors

Additional URL

https://digitalcommons.georgiasouthern.edu/ij-sotl/vol14/iss1/7/

Download

Share

COinS