On the grading scale of academic performance assessment at a university

UDC 378-044.3:005.6

DOI 10.20339/AM.02-24.047

Viktor Ya. Gelman, Dr. of Technical Sciences, Professor, Department of Medical Informatics and Physics at North-Western State Medical University n.a. I.I. Mechnikov, St. Petersburg, e-mail: Viktor.Gelman@szgmu.ru

In connection with the general development of education, its digitalization, there is a need for additional analysis and adaptation of the assessment system to bring it to the modern level. The article examines the influence of the grading scale of academic performance assessment on the effectiveness of education at a university. The methodological basis of the study was the analysis of scientific publications and generalized practical experience. The main attention is paid to the study of the advantages and disadvantages of the five-point assessment system. The main approaches to choosing the number of gradations of assessment are considered. The key factors of the impact of grades’ number in the grading scale on students' learning behavior are analyzed. It is shown that in domestic universities there are tendencies to increase the number of scale grades in certain cases during the learning process. It is noted that the choice of grading system should be consistent with the educational goals and values of the institution, taking into account the subject matter, student population and desired results. Assumptions are made about the prospects for the development of the assessment system in universities. It is assumed that in the foreseeable future we can expect a transition from a general five-point system to a ten-point system in higher education. It is noted that further research is needed in this area to better understand the impact of assessment systems on the overall educational experience and learning effectiveness.

Keywords: academic performance assessments, number of grades, grading scales, learning efficiency, choice of number of grades of the scale, university

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