Simulated grading decisions of allied health educators: a survey of Texas faculty

Using simulated student data, this study investigated the grading decisions and future performance expectations of faculty members from allied health programs in Texas. These randomly selected faculty members evaluated linear and nonlinear grade profiles and formed expectations of students' future performances based on these grade profiles. Results indicated that student grade-performance patterns were differentially related to assigned grades and future expectations. Factors related to overall grade assignment included mean performance level, slope of academic performance (ascending, descending), and time of performance change (early, late). Two potential grading biases were suggested (age, sex of faculty), particularly for ascending performance patterns. Other faculty characteristics were unrelated to grading decisions and expectations.