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    Methodology for the Analysis of Instructors’ Grading Discrepancies in a Laboratory Course

    TítuloMethodology for the Analysis of Instructors’ Grading Discrepancies in a Laboratory Course
    Tipo de publicaciónJournal Article
    Año de publicación2006
    AutoresMontero, JM, San-Segundo, R, Macias-Guarasa, J, Cordoba, R, Ferreiros, J
    Idioma de publicaciónEnglish
    Revista académicaInternational Journal of Engineering Education
    Volumen22
    Número5, part II
    Páginas1053-1062
    Fecha de publicación09/2006
    Lugar de publicaciónIrlanda
    EditorialTEMPUS Publications, Dublin Institute of Technology
    Rank in category12/22
    JCR CategoryEDUCATION, SCI. DISCIPLI
    Palabras claveautomatic analysis of grades, biases in assessment, grading discrepancies, massive laboratories, project-based learning, software quality analysis
    JCR Impact Factor0.355
    ISSN0949-149X
    Resumen

    This paper introduces a new methodology to analyze grading discrepancies in PBL software-engineering courses with a high student-to-faculty ratio. The methodology is based on a quantitative analysis of the more relevant software features according to the grades assigned by each instructor. In order to reduce the discrepancies detected, a new grading consensus has to be built, and automatic analysis tools must assist the instructors when grading. The evaluation of the methodology in two academic years revealed a 62% reduction of the grading discrepancies, achieving an average inter-instructor discrepancy of 0.10 in a scale from 0 to 1.

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