Normal distribution grading policy

This part will first record the perspectives of teaching staff and students towards the University's NRA system, followed by the teaching staff's actual practice when grading. From the questionnaire survey, it was found that over 40% of the respondents were satisfied with the University's NRA system (Figure 1).

However, from the focus group interviews, they indicated that this system was constraining their grading. Comment from a teacher:

"We can say that the guidelines are a constraint to us. Even though we see that the qualities of students vary, but yet we have to take into consideration the distribution, it will turn out that grade distributions from year to year are very similar. That way, the grades may not be able to reflect the qualities of the students from year to year and students from program to program." (Teacher, Department C)

The above comment indicates that teaching staff gave different views on the University's grading system during the focus group interviews as compared to that in the questionnaire survey.

Moreover, findings from the focus group interviews of students shared similar feelings to those of teaching staff with regards to the University's NRA system, i.e. they felt that it could be quite unfair and may not reflect their performance and ability:

"I also heard about the norm-referenced assessment. So even if I have done a great job which should be given Grade A but when compared to others, I got a B in return...it's frustrating. ... I think norm-referenced assessment is not fair in assessing artwork. ... I think in design, you can't say only 20% of students will get Grade A, and so on so, and so forth...Why students are forced to the Grade C category even though they have done a great job...I see no point!" (Student, Department F)

مواضيع ذات صلة

The module Ethics in Healthcare

Curricula requirements

Integration what it means

An Integrated Approach to Learning, Teaching and Assessment in a Healthcare Ethics Module

Perspectives of Teachers and Students towards Assessment Conclusions

Norm-referenced assessment (NRA) in teaching staff grading

Grading descriptors

Actual grading practice

Criterion referencing assessment (CRA) and norm-referencing (NRA) assessment

Teaching staff emphasis on summative assessment

Actual assessment practices

Formative and summative assessment