Differential Grading of Reflective Writing Between Clinical Instructors and Faculty Type

It is important for instructors to give equivalent grades for comparable student performances on an assignment. Students complain of differential grading, especially when multiple instructors grade a course assignment.

This descriptive comparative study examined clinical instructor-assigned grades for reflective thinking and writing components. Grades for 480 critical reflective papers by 80 undergraduate nursing students were assessed for differences between clinical group instructors and part-time versus full-time instructors.

Despite evidence of comparable student performance on the assignment across both groups, grades differed among the 10 instructors on both components. Grades differed between part-time and full-time faculty on reflective thinking but not writing, with part-time faculty grading reflective thinking higher than full-time faculty.

Differential grading was identified between clinical instructors and type of faculty. The merit of multiple instructors grading a single course assignment warrants reconsideration. Enhanced grading training is recommended for part-time instructors who are expected to grade written assignments. [.