Abstract
This case study explores potential grading bias when grading writing assignments. Given seven grading criteria, the mean difference between the scoring of two graders is statistically significant for three criterions: identification of concepts, organization, and writing style and mechanics. The differences in identification of concepts may be due to asymmetric information available to the graders while the differences in the other two presentation type criteria are likely due to the graders’ subjective preferences. Differences in these three criterions account for over 81 percent of the differences in the writing assignments’ overall scores when all criterions are weighted equally.
Recommended Citation
(2005)
"Grading Bias in the Grading of Writing Assignments in the Principles of Macroeconomics: An Exploratory Study,"
Journal of Economics and Finance Education: Vol. 4:
Iss.
2, Article 5.
Available at:
https://scholarship.rollins.edu/jefe/vol4/iss2/5
