Document Type
Dissertation
Date of Award
2025
Degree Name
Doctor of Education (Ded)
Department
Education
First Advisor
Erin Lehmann
Abstract
This study examines grading in higher education from two distinct perspectives: graduate students’ perceptions of a grading scheme that utilizes rubrics and self-assessment and instructors’ perceptions of academic freedom in grading. The first study examined graduate students’ perspectives on a grading scheme utilizing rubrics and self-assessment. Data from focus groups and journals revealed four main themes: the importance of clear expectations, enhanced synergy between rubrics and self-assessment when transparency increased, bias towards rubrics based on more exposure, and mixed feelings surrounding perceptions of self-assessment and its influence on learning. The second study investigated non-tenured faculty’s perceptions of academic freedom in grading, collecting data through interviews, syllabi, and journal entries. While instructors initially felt autonomy over their grading, many infringements on that autonomy were revealed as conversations continued, shedding light on pressures that subtly impacted their grading. These pressures often led to grade inflation, sometimes benefiting learning, but not always. Untenured faculty need to reflect on how outside pressures affect their grading to truly understand the extent of their autonomy versus participation in the academic capitalism machine. Both studies revealed how institutional processes and prior experiences can shape students’ and faculty’s perspectives, especially when it comes to assessment and grading practices.
Subject Categories
Educational Leadership
Keywords
Capitalism grade inflation grading higher education rubric self-assessment
Number of Pages
74
Publisher
University of South Dakota
Recommended Citation
Schneider, Kindra, "THE ROLE OF GRADES ON LEARNING IN HIGHER EDUCATION" (2025). Dissertations and Theses. 348.
https://red.library.usd.edu/diss-thesis/348