Search results for 'Grading' (try it on Scholar)

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  1. Noriaki Iwasa (2011). Grading Religions. Sophia 50 (1):189-209.score: 24.0
    This essay develops standards for grading religions including various forms of spiritualism. First, I examine the standards proposed by William James, John Hick, Paul Knitter, Dan Cohn-Sherbok, and Harold Netland. Most of them are useful in grading religions with or without conditions. However, those standards are not enough for refined and piercing evaluation. Thus, I introduce standards used in spiritualism. Although those standards are for grading spirits and their teachings, they are useful in refined and piercing evaluation (...)
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  2. Christopher Knapp (2007). Assessing Grading. Public Affairs Quarterly 21 (3):275-294.score: 24.0
    This paper begins with a description of common grading practices at universities in the U.S., and analyzes the unfairness, injustice, and harm they produce. It then proposes a solution to these problems in the form of an alternative grading system: institutions should adopt a grading system that assesses students’ performance relative to the performance of their peers. That is, institutions should abolish the practice of attempting to assign grades that correspond to an absolute standard of intrinsic merit. (...)
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  3. Honoré Mitonga Kabwebwe, Choshi Darius Kasanda, Kazuvire Veii & Roderick Zimba (2013). Medical and Pharmacy Students' Perceptions of the Grading and Assessment Practices. Frontiers in Psychology 4.score: 24.0
    Many students at the University of Namibia have frequently complained about ineffective assessment practices used at the institution. On many occasions, these complaints have not been substantiated with evidence of any kind. The purpose of this study was to obtain some empirical evidence that would ascertain undergraduate students’ perceptions of the University of Namibia’s grading and assessment practices. Using a structured scaled questionnaire, data were obtained from a representative sample of the University’s undergraduate students studying for Medical and Pharmacy (...)
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  4. Michael T. Cahill (2009). Grading Arson. Criminal Law and Philosophy 3 (1):79-95.score: 21.0
    Criminalizing arson is both easy and hard. On the substantive merits, the conduct of damaging property by fire uncontroversially warrants criminal sanction. Indeed, punishment for such conduct is overdetermined, as the conduct threatens multiple harms of concern to the criminal law: both damage to property and injury to people. Yet the same multiplicity of harms or threats that makes it easy to criminalize arson (in the sense of deciding to proscribe the underlying behavior) also makes it hard to criminalize arson (...)
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  5. Adrian Baker, Jonathan Potter, Katharine Young & Ira Madan (2011). The Applicability of Grading Systems for Guidelines. Journal of Evaluation in Clinical Practice 17 (4):758-762.score: 21.0
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  6. R. L. Bates (1922). A Study in Grades and Grading Under a Military System. Journal of Experimental Psychology 5 (5):329.score: 21.0
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  7. William J. Rapaport (2011). A Triage Theory of Grading: The Good, the Bad, and the Middling. Teaching Philosophy 34 (4):347–372.score: 18.0
    This essay presents and defends a triage theory of grading: An item to be graded should get full credit if and only if it is clearly or substantially correct, minimal credit if and only if it is clearly or substantially incorrect, and partial credit if and only if it is neither of the above; no other (intermediate) grades should be given. Details on how to implement this are provided, and further issues in the philosophy of grading (reasons for (...)
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  8. John Immerwahr (2011). The Case for Motivational Grading. Teaching Philosophy 34 (4):335-346.score: 18.0
    Is it legitimate to use grades for the purpose of motivating students to do things that will improve their learning (such as attending class) or is the only valid purpose of grades to evaluate student mastery of course skills and content? Daryl Close and others contend that using grades as motivators is either unfair or counterproductive. This article argues that there is a legitimate use for “motivational grading,” which is the practice of using some grades solely or primarily for (...)
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  9. Joseph S. Fulda (2005). The Ethical Limitations of Online Grading Systems. British Journal of Educational Technology 36 (3):559-561.score: 18.0
    Discusses how the radio button and its technological cousins, graying out and "incompletely filled out" check-box forms "not accepted," and the like, compromise ethics in the context of professional autonomy of faculty in the matter of grading. Three case studies are given, based on my personal experience as a professor and instructor. -/- The point generalizes to all contexts, however, and can be read to object to all such radio-button forms, from multiple-choice tests for students, to surveys, etc.
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  10. Roger J. L. Murphy & Robert M. Adams (2006). Some Observations on the Problems of Grading Examinations with Several Components: A Reply to P. J. Squire. Educational Studies 5 (3):225-230.score: 18.0
    (1979). Some Observations on the Problems of Grading Examinations with Several Components: a reply to P. J. Squire. Educational Studies: Vol. 5, No. 3, pp. 225-230.
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  11. Lester Hunt, Chapter VIII Grading Teachers:.score: 16.0
    I sometimes entertain my non-academic friends by telling them that, at the end of each course I teach, before I compute my students’ grades, I pause nervously while I wait to be graded by my students. This process can be described less paradoxically, but surely no more truthfully, as follows. In my department, and as far as I know all the departments at my university, each course ends with students anonymously filling out forms in which they evaluate the teacher and (...)
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  12. Jo-Anne Baird & Alex Scharaschkin (2002). Is the Whole Worth More Than the Sum of the Parts? Studies of Examiners' Grading of Individual Papers and Candidates' Whole A-Level Examination Performances. Educational Studies 28 (2):143-162.score: 16.0
    Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies suggested that examiners (...)
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  13. Tim Maudlin (2008). Grading, Sorting, and the Sorites. Midwest Studies in Philosophy 32 (1):141-168.score: 15.0
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  14. J. O. Urmson (1950). On Grading. Mind 59 (234):145-169.score: 15.0
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  15. Chiara Lepora & Robert E. Goodin (2011). Grading Complicity in Rwandan Refugee Camps. Journal of Applied Philosophy 28 (3):259-276.score: 15.0
    Complicity with wrongdoing comes in many forms and many degrees. We distinguish subcategories cooperation, collaboration and collusion from connivance and condoning, identifying their defining features and assessing their characteristic moral valences. We illustrate the use of these distinctions by reference to events in refugee camps in and around Rwanda after the 1994 genocide, and the extent to which international organizations and nongovernment organizations were wrongfully complicit with the misuse of refugees as human shields by the perpetrators of the genocide who (...)
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  16. Edward Sapir (1944). Grading, a Study in Semantics. Philosophy of Science 11 (2):93-116.score: 15.0
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  17. C. A. Baylis (1958). Grading, Values, and Choice. Mind 67 (268):485-501.score: 15.0
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  18. Randall R. Curren (1995). Coercion and the Ethics of Grading and Testing. Educational Theory 45 (4):425-441.score: 15.0
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  19. Karl Britton (1951). Mr. Urmson on Grading. Mind 60 (240):526-529.score: 15.0
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  20. Linda L. Farmer (2003). Grading Argumentative Essays. Teaching Philosophy 26 (2):125-130.score: 15.0
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  21. M. Ozcan, A. Akpinar & A. B. Ergin (2012). Personal and Professional Values Grading Among Midwifery Students. Nursing Ethics 19 (3):399-407.score: 15.0
    The purpose of this study was to determine the professional and personal values among midwifery students in Turkey and to identify whether the years of study affected these values. A total of 192 participants were asked to prioritize 16 professional and 36 personal values. The relationship between the year of study and value ranking was analyzed by Kruskal–Wallis test. The first three of the professional values were justice, equality, and human dignity. Equality ranked sixth among the personal terminal values, and (...)
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  22. Gregory F. Weis (1995). Grading. Teaching Philosophy 18 (1):3-13.score: 15.0
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  23. John Hick (1981). On Grading Religions. Religious Studies 17 (4):451 - 467.score: 15.0
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  24. M. J. Baker (1951). Mr. Urmson on Grading. Mind 60 (240):530-535.score: 15.0
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  25. Maralee Harrell (2005). Grading According to a Rubric. Teaching Philosophy 28 (1):3-15.score: 15.0
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  26. Jerry S. Clegg (1966). On Grading Labels. Mind 75 (297):138-140.score: 15.0
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  27. P. Montague (2003). Grading Punishments. Law and Philosophy 22 (1):1-19.score: 15.0
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  28. Kenneth W. Simons (2012). Is Strict Criminal Liability in the Grading of Offences Consistent with Retributive Desert? Oxford Journal of Legal Studies 32 (3):445-466.score: 15.0
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  29. John Ashworth & Lynne Evans (2000). Economists Are Grading Students Away From the Subject. Educational Studies 26 (4):475-487.score: 15.0
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  30. Douglas Browning (1960). Sorting and Grading. Australasian Journal of Philosophy 38 (3):234 – 245.score: 15.0
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  31. James A. Holstein (1983). Grading Practices: The Construction and Use of Background Knowledge in Evaluative Decision-Making. [REVIEW] Human Studies 6 (1):377 - 392.score: 15.0
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  32. Francis Schrag (2001). From Here to Equality Grading Policies for Egalitarians. Educational Theory 51 (1):63-73.score: 15.0
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  33. A. A. Al-Khader (2005). A Model for Scoring and Grading Willingness of a Potential Living Related Donor. Journal of Medical Ethics 31 (6):338-340.score: 15.0
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  34. Douglas Browning (1963). Further Remarks on Criteria and Grading. Australasian Journal of Philosophy 41 (2):255 – 261.score: 15.0
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  35. Paul Griffiths & Delmas Lewis (1983). On Grading Religions, Seeking Truth, and Being Nice to People: A Reply to Professor Hick. Religious Studies 19 (1):75 - 80.score: 15.0
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  36. John E. Guendling (1974). Modal Verbs and the Grading of Obligations. Modern Schoolman 51 (2):117-138.score: 15.0
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  37. Philip A. Pecorino (1987). Grading Critical Thinking. Informal Logic 9 (2).score: 15.0
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  38. Kenneth Simons (2012). Strict Criminal Liability in the Grading of Offenses: Forfeiture, Change of Normative Position, or Moral Luck? Oxford Journal of Legal Studies 32 (3):445-466.score: 15.0
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  39. Rodger Beehler (1991). Grading the ?Cultural Literacy? Project. Studies in Philosophy and Education 10 (4):315-335.score: 15.0
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  40. A. K. Bhatt & D. Pant (forthcoming). Automatic Apple Grading Model Development Based on Back Propagation Neural Network and Machine Vision, and its Performance Evaluation. AI and Society.score: 15.0
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  41. Henry G. Burger (1999). The Micro-Grading of Procedural Words as a Metric of Behaviors: The Evolutionary Sequenceability of Verbs. Semiotica 124 (3-4):269-298.score: 15.0
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  42. Thomas M. Falkner (forthcoming). Slouching Towards Boeotia: Age and Age-Grading in the Hesiodic Myth of the Five Races. Classical Antiquity.score: 15.0
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  43. Harald Kleinschmidt (2000). Requirement and Grading Regular Attendance and the Writing of One Satisfactory Report Are the Requirements for the Awarding of Two Credit Points. Schedule Part I: Normativity Versus the Use of Force. Philosophy 8:268-278.score: 15.0
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  44. Sandra Menssen (1996). Grading Worlds. Proceedings of the American Catholic Philosophical Association 70:149-161.score: 15.0
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  45. Vance Mendenhall (1997). On Grading Apples and Arguments. Inquiry 16 (3):45-63.score: 15.0
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  46. David Silverman (1974). Speaking Seriously: The Language of Grading. [REVIEW] Theory and Society 1 (1):1-15.score: 15.0
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  47. Carlos A. Cuello‐García & María Lourdes Dávalos‐Rodríguez (2009). Perceptions and Attitudes Towards Different Grading Systems From Clinical Guidelines Developers. Journal of Evaluation in Clinical Practice 15 (6):1074-1076.score: 15.0
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  48. Glenda Potts (2010). A Simple Alternative to Grading. Inquiry 15 (1):29-42.score: 15.0
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  49. Jūratė Skūpienė & Antanas Žilinskas (forthcoming). Automated Grading of Programming Tasks Fulfilled by Students: Evolution and Perspectives. Communication and Cognition.score: 15.0
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  50. Patrick Suppes (1966). Some Formal Models of Grading Principles. Synthese 16 (3-4):284 - 306.score: 15.0
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