000041850 001__ 41850
000041850 005__ 20240125142324.0
000041850 0247_ $$2doi$$a10.6083/bpxhc41850
000041850 037__ $$aIR
000041850 041__ $$aeng
000041850 245__ $$aSpecifications grading: an approach towards equitable assessment
000041850 260__ $$bOregon Health and Science University
000041850 269__ $$a2023-09-07
000041850 336__ $$aAbstract
000041850 520__ $$aTraditional grading incorporates practices, such as mathematical precision, accumulation of points, averaging performance over the course, and grading for behaviors, such as lateness, effort, or participation.  These practices have come under scrutiny as inequitable  since biases underlying these principles may benefit more privileged students. Awarding or deducting points for behaviors, such as lateness, may elicit faculty bias in grading. The purpose of this presentation is to review the findings of the implementation of specifications grading into graduate nursing courses in a nursing education program.
000041850 540__ $$fCC BY
000041850 542__ $$fIn copyright - single owner
000041850 650__ $$aMotivation$$022450
000041850 650__ $$aStudents$$026489
000041850 650__ $$aFaculty$$018865
000041850 650__ $$aAcademic Success$$012577
000041850 650__ $$aAnxiety$$014946
000041850 6531_ $$aequitable assessment
000041850 6531_ $$agrading
000041850 691__ $$aSchool of Nursing$$041370
000041850 7001_ $$aNoone, Joanne$$uOregon Health and Science University$$041354
000041850 711__ $$aSymposium on Educational Excellence$$uOregon Health and Science University$$d2023
000041850 8564_ $$96a4b7c29-9514-46d1-afbd-db0ecfd774d6$$s293561$$uhttps://digitalcollections.ohsu.edu/record/41850/files/Abstract_SEE2023_NooneJoanne.pdf
000041850 980__ $$aOHSU Symposium on Educational Excellence (SEE)
000041850 981__ $$aPublished$$b2023-09-07