Higher Education Programs and Student Development

Korn, Harold A.

doi:10.2307/1169449

Cited by 2 publications

(2 citation statements)

References 14 publications

(14 reference statements)

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“…First, data analytics, and in particular learning analytics, must be tied closely to providing benefits for students, including improving the student experience, optimizing learning, and developing independent learners. Although it can be argued that “students suffer most from the inequities of the system” (Korn, 1969; Roberts et al, 2016), student leadership in curriculum development is undergoing a transformation, albeit slowly (Darwin, 2017), and student satisfaction is a strong driver in academic policy and practice (Thomas et al, 2017). The risk, as Williams van Rooij (2009) commented on the early evangelism of information technology staff in universities, is that technological capacity, rather than student learning, will drive data analytics in the tertiary sector.…”

Section: Discussionmentioning

confidence: 99%

Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues

Braunack-Mayer¹,

Street

Tooher³

et al. 2020

Review of Educational Research

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While universities routinely use student data to monitor and predict student performance, there has been limited engagement with student and staff views, social and ethical issues, policy development, and ethical guidance. We reviewed peer-reviewed and grey-literature articles of 2007 to 2018 describing the perspectives of staff and students in tertiary education on the use of student-generated data in data analytics, including learning analytics. We used an ethics framework to categorize the findings. There was considerable variation but generally low awareness and understanding amongst students and staff about the nature and extent of data collection, data analytics, and use of predictive analytics. Staff and students identified potential benefits but also expressed concerns about misinterpretation of data, constant surveillance, poor transparency, inadequate support, and potential to impede active learning. This review supports the contention that consideration of ethical issues has failed to keep pace with the development of predictive analytics in the tertiary sector.

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Section: Discussionmentioning

confidence: 99%

Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues

Braunack-Mayer¹,

Street

Tooher³

et al. 2020

Review of Educational Research

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“…Yet the literature on grading almost totally ignores the purposes grades are intended to serve except for the fairly frequent complaint that purposes are too often ignored (Dyer, 1967;Fricke, 1965;Korn, 1969;Milton, 1966;Scriven, 1969;Westland, 1969;Wolfle, 1968 (1970), in discussing the evaluation of educational programs rather than individual students, also urged that more attention be given to empirical studies of the goals and values that determine criteria of performance. His argument holds equally well for the evaluation of students.…”

Section: Purposes Of Gradesmentioning

confidence: 99%

College Grading Practices: An Overview1

Warren

1971

ETS Research Bulletin Series

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Record and descriptive grading are also used.The most commonly stated purposes of grades are for selection to more advanced educational programs and employment, for motivating students, and for providing students with information about their performance. Consideration of purposes, however, seldom enters decisions about form. Grades are charged with distorting both learning and teaching and undesirably affecting students' attitudes and emotional states, yet evidence either for or against these charges is sparse. Education is commonly viewed as a vehicle for social and economic mobility, but a contrary view of the educational system as a device for the restraint of mobility and the maintenance of the existing social class structure has also been presented. Neither view can point to convincing evidence in its support, but grades have a major role in both.Although grades are often charged with being unreliable, those charges usually refer to grades assigned to individual pieces of student work, such as test papers or themes. Course grades and grade-point averages h~ve shown -iihigh internal consistency and good temporal stability up to about a year.Treating academic performance as a single dimension represented by grades is therefore justifiable. Nevertheless, situations probably exist in which the widely presumed but infrequently demonstrated multidimensional nature of academic performance should be acknowledged and put to use. ut the attention on grades, while intense, has been spotty, focusing on one or two of the issues raised in 1964 while almost ignoring more important questions.Of almost 200 articles, papers, and reports related to grading that appeared from 1965 to 1970, about one-fourth were concerned with the form of grades, usually whether they should be limited to indications of Pass and l"ail in place of the customary four levels of passing grades plus Failure'.Another one-fourth were concerned with the use of undergraduate grades to predict grades in graduate and professional schools. Half of the papers that have appeared during the recent surge of interest in grading were occupied, therefore, with two limited aspects of grades--their external form and their predictive relationship with later grades. The remaining half of the literature was scattered over a variety of topics, none appearing in as many While experiments with Pass-Fail procedures and prediction studies touc~on parts of these questions, the basic issues remain obscured.Constructive criticisms of a preliminary draft of this review b¥ several people l indicated a serious flaw in the presentat~on. More than one reader interpreted the review as a biased appeal for the abandonment of grades. The review is, of course, biased, but the favored position is that grading practices should be improved to make them serve their various intended purposes more effectively, not that they should be abandoned. This position implies that purposes should be identified and the effectiveness of grading procedures in serving those purposes should be compared with...

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Higher Education Programs and Student Development

Cited by 2 publications

References 14 publications

Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues

Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues

College Grading Practices: An Overview1

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