Undergraduate Grading Practices of International and Domestic Faculty: Evidence From Three Large U.S. Public Universities

IF 3.5 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Aera Open Pub Date : 2024-08-24 DOI:10.1177/23328584241267910
Trang Pham, Stephanie Potochnick
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Abstract

Given the prominence of international instructors in higher education, understanding their grading practices is essential for informing college grading debates. This first large-scale assessment of undergraduate grading practices highlights how different demographic, classroom and departmental factors shape international instructors’ grading behaviors. Using a unique dataset of over 2,000 randomly selected instructors from three public universities, we examine (a) whether undergraduate-level grading practices differ between domestic and international instructors, (b) what factors contribute to the differences, and (c) whether the differences vary across key subgroups. We find that international instructors grade lower than domestic instructors—about 35% of a standard deviation lower on average. Part of this gap is explained by the concentration of international instructors in particular departments. International instructor grading practices differ across regions of origin, prior U.S. higher education experience, gender, and race. Our results provide insights into U.S. college grading debates and supporting the international instructor workforce.
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国际和国内教师的本科生评分实践:来自美国三所大型公立大学的证据
鉴于国际教员在高等教育中的突出地位,了解他们的评分实践对于为大学评分辩论提供信息至关重要。这是对本科生评分实践的首次大规模评估,突出强调了不同的人口、课堂和院系因素是如何影响国际教师的评分行为的。我们利用从三所公立大学随机抽取的 2000 多名教员的独特数据集,研究了(a)国内教员和国际教员在本科生阶段的评分行为是否存在差异,(b)造成差异的因素是什么,以及(c)这些差异在不同的关键子群体中是否存在差异。我们发现,国际教师的评分低于国内教师--平均低约 35% 的标准差。造成这种差距的部分原因是国际教员集中在特定的院系。国际教员的评分方法因原籍地区、之前的美国高等教育经历、性别和种族而异。我们的研究结果为美国大学的评分辩论和支持国际教师队伍提供了启示。
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来源期刊
Aera Open
Aera Open EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
7.10%
发文量
60
审稿时长
15 weeks
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