Grading answers required weighted partial credit because responses varied in degrees of rightness¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 1922 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Unlike arithmetic and spelling tests, pupils' history answers could not be graded on an absolute right-or-wrong standard, so two grading directors defined answers worth 10 per cent, 5 per cent, and intermediate points, and it was impracticable for one person to make eighty judgments each on 933 pupils. → Sackett 1922

Evidence¶

Sackett 1922¶

Sackett, L. W. (1922). A Scale in Ancient History. The Journal of Educational Psychology. https://psycnet.apa.org/journals/edu

q2 · i? · design · r2

Procedural account from the article's grading section: because answers showed "varying degrees of Tightness or wrongness," two directors set weighted values and graded many papers themselves while supervising assistants. The author admits the weighting sometimes varied far enough from right-and-wrong to be almost arbitrary but more equitable.

"It was found to be impracticable to ask one person to make eighty judgments each on 933 pupils. Two directors of the grading were chosen and they worked over the correct and adequate answers which would be counted as 10 per cent, those that would be considered 5 per cent., and those for certain intermediate points."

Discussion¶

Related Claims¶

• A 933-pupil survey of ancient-history recall provided the data for scaling question difficulty — related
• Feedback is more likely to be implemented when it clearly locates problems, proposes solutions, and provides a summary rather than judging work right or wrong — related