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Varying Evaluative Criteria: A Factor in Differential Grading

The University of Alabama

Annette Shelby

Georgetown University

The perennial debate about differential grading—is it good or bad?—is beginning to move in a new direction—what causes it? This study, based on responses provided by a random sampling of ABCA members, examines one of the causes: varying evaluative criteria. The study reports that busi ness communication instructors identify a variety of criteria for grading but tend to use a consistent terminology when analyzing student writing. This consistent terminology does not, however, guarantee a consistent evaluation.

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