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University Students Attitudes Towards Norm-Referenced Grading: Some Implications for Pre-Service Teacher Training

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This study aims to examine university students’ attitudes towards norm-referenced grading with respect to the variables of gender, grade point average, level of knowledge about norm-referenced and the department and faculty of study. It is also aimed to provide some implications for pre-service teacher training. To this end, an attitude scale for norm-referenced grading was developed and descriptive and confirmatory factor analyses were conducted. The result was a three-factor structure. The attitude scale developed in this way was implemented on 1,146 students who were attending 2nd, 3rd and 4th years of Education, Science and Letters, Engineering, Administrative Sciences and Law Faculties. The data obtained were analyzed according to the variables. In addition, the relationship between being knowledgeable about the norm-referenced grading system and attitudes was also studied. Student gender, grade point average and the department and faculty of study were found to create a difference in attitudes towards the norm-referenced grading system. A relationship was also found between being knowledgeable about norm-referenced grading and attitude. The department of study was the most effective variable on attitudes.
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Keywords: attitudes towards norm-referenced grading; criterion-referenced grading; norm-referenced grading; pre-service teacher training; scoring systems

Document Type: Research Article

Publication date: January 1, 2015

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  • Learning and Teaching is a bi-annual, refereed, international journal providing a forum for discussion and analysis of the latest educational research on innovative approaches to classroom pedagogy and learning in the global culture. Articles are chosen for their originality, readability, and accessibility to wide audience of educational researchers, classroom-teachers, educational administrators and curriculum coordinators.
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