A Within-Subjects Technique for Comparing College Grading Standards: Implications in the Validity of the Evaluation of College Achievement

Abstract

Differential standards of college grading were examined, and an index of grading standards was computed using pairwise comparisons of grades in 17 major fields. These grades were obtained by an analysis of the transcripts of a randomly selected sample of 475 undergraduates at a medium sized public university. This index correlates highly in a negative direction with scores on the verbal and mathematical portions of the Scholastic Aptitude Test of the College Entrance Examination Board (SAT—V and SAT—M) and HSGPA. These results further support the application of adaptation level theory to college grading standards, for it was found that at the institution studied fields with lower ability students as compared with those with higher ability students employed less stringent grading criteria. The results are discussed in regard to graduate school admission and to the need for a weighting system for grades earned in different fields.

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