Grades and grade inflation: exploring teachers’ grading practices in Indonesian EFL secondary school classrooms

Arrafii, Mohammad Arsyad

doi:10.1080/14681366.2019.1663246

Cited by 8 publications

(4 citation statements)

References 44 publications

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“…Following the school accreditation inspection, schools in Indonesia can be accredited hierarchically as outstanding (accredited A), good (accredited B), fair (accredited C), or inadequate school (unaccredited). They desire to achieve the highest accreditation grade for privilege because, as Arsyad Arrafii (2020, p. 490) reported, “[s]chools with an A level of accreditation often receive priority for support and aids [from government] compared to those of a lower level”. Meanwhile teacher factors (e.g., teachers' attainment in UKG—teacher professional and pedagogic tests, or observation of teachers' classroom pedagogic practices) are not counted as a primary consideration during the accreditation inspection (Malik et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In case where the desired score was not achieved after several tests, the remedy can be terminated and the highest attainment among the post‐remedial tests contributes to the final scores. Teachers are not obliged to give a KKM to students who do not deserve it (MoE, 2017); this is probably linked to the concern over the grade inflation practices (Arsyad Arrafii, 2020). Remedial provision therefore can be associated with formative orientation, despite scores being its final outcome.…”

Section: Introductionmentioning

confidence: 99%

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“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Arrafii

2021

The Curriculum Journal

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This paper explores Indonesian secondary school teachers' conceptions of assessment in the context of assessment reform. Teachers working at different school level were interviewed both individually and in groups and their responses were analysed using the content analysis approach. Detailed examination of teachers' assessment propositions revealed that their perspectives about assessment embrace values, purposes, and understanding, and are marked by conceptions about the learner agency, accountability and improvement orientations. However, despite being considered important, the learner agency and accountability conceptions were often considered irrelevant. In addition, teachers reported tension with regard to their perceptions towards the reform and demonstrated a varied level of conceptual and practical understanding of the reform.The paper ends with a discussion of the complex nature of and tensions in the teachers' conceptions of assessment. Principal implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Arrafii

2021

The Curriculum Journal

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“…Arsyad Arrafii (2020) argued that in Indonesia grade inflation is related to a hodgepodge grading and the top-down implementation of the competency-based assessment policies.…”

Section: ) Testing and Grading Practices And Content Coveragementioning

confidence: 99%

“…It implies grading leniency, i.e., the awarding of higher grades to students' work than the students deserve, which yields a higher average grade given to students. It also means awarding progressively higher academic grades for work that would have received lower grades in the past which means that students' grades are perceived to be an inaccurate representation of their academic knowledge (Hodges, 2014;Arsyad Arrafii, 2020).…”

Section: Introductionmentioning

confidence: 99%

Grade Inflation in Language and Translation Courses at Saudi Schools and Universities

Al-Jarf¹

2022

bjtep

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This study investigates the status of grade inflation in language and translation courses in Saudi Arabia. Analysis of the pass rates and percentages of students who obtained Grades A+, A, B+ and B in 70 English language skills and translation college courses, in addition to the English course scores of students in grades 1 to 11 at a private school, showed evidence of grade inflation at the school and college levels as revealed by the high pass rates and high percentages of students obtaining Grades A+, A, B+ and B in most courses. Responses to a questionnaire-survey by a sample of schoolteachers and language and translation college instructors showed several factors contributing to grade inflation such as: school and university administrators’ tendency to raise students’ marks and course grades and exercising pressure over instructors to pass the students. There are misconceptions about educational quality. Administrators correlate high quality with high pass rates, regardless of the learning outcomes. Instructors worry about students and parents’ complaints if some students fail. They worry about being investigated and about losing their job. Instructors would like to be liked by the students, be popular and get good ratings on the students’ course evaluation forms. Instructors give easy questions and are lenient in grading. Exam results do not reflect individual differences and distinctions. The grading system produces a high pass rate as 60% of the course marks are allocated to attendance, assignments, quizzes, and class work. Exams focus on a small portion of the course/textbook material. Many course topics are not covered by the tests. Tests contain few easy questions that measure rote memorization and recall rather than higher-level thinking skills. Prior to exams, students enrolled in General English courses are given practice tests with similar questions to the final exam (in form and content). Hence, students know what to expect on the final exam. The study gives some recommendations for combating grade inflation at Saudi schools and universities.

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Grade variations across EFL, CLIL, and EMI platforms: A longitudinal case study in an English language teaching department

Richardson,

Bowen

2023

System

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Grades and grade inflation: exploring teachers’ grading practices in Indonesian EFL secondary school classrooms

Cited by 8 publications

References 44 publications

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Grade Inflation in Language and Translation Courses at Saudi Schools and Universities

Grade variations across EFL, CLIL, and EMI platforms: A longitudinal case study in an English language teaching department

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