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Differential Grading of Reflective Writing Between Clinical Instructors and Faculty Type.

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    |February 13, 2023
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    Summary

    Student grades vary significantly between instructors, even when performance is similar. This study found differences in grading reflective thinking based on faculty type, suggesting a need for better training and course grading policies.

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    Area of Science:

    • Nursing Education
    • Academic Assessment

    Background:

    • Equitable grading is crucial for student performance evaluation.
    • Students frequently report concerns regarding differential grading when multiple instructors are involved in assessing course assignments.

    Purpose of the Study:

    • To examine differences in clinical instructor-assigned grades for reflective thinking and writing components.
    • To compare grading patterns between clinical group instructors and between part-time versus full-time faculty.

    Main Methods:

    • Descriptive comparative study.
    • Assessed grades for 480 critical reflective papers from 80 undergraduate nursing students.
    • Analyzed grading differences among 10 clinical instructors and between faculty employment types.

    Main Results:

    • Significant grade variations were observed among instructors for both reflective thinking and writing components, despite comparable student performance.
    • Part-time faculty assigned higher grades for reflective thinking compared to full-time faculty.
    • No significant difference in writing component grades was found between part-time and full-time faculty.

    Conclusions:

    • Differential grading exists among clinical instructors and is influenced by faculty type.
    • The practice of multiple instructors grading a single course assignment requires re-evaluation.
    • Enhanced grading training is recommended, particularly for part-time instructors assessing written assignments.