An analysis of grades made by a group of university students in a required freshman English course



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This study was planned for a twofold purpose. The first was to analyze the grades made by students at the University of Houston in a required Freshman English Course, 131. The second was to compare these grades with scores made on the College Entrance Examination Board (CEEB) Scholastic Aptitude Test (SAT). Grades made in English 131 were obtained from copies of the original grade sheets of instructors. SAT scores were supplied by the Counseling and Testing Service at the University. It was hoped that this analysis might prove useful to the department involved. The 'Sample Group' consisted of 1,929 students who took English 131 in the Fall of 1964 and received a final grade in the course. Tabulations of grades were made by sections by instructors and finally in one composite total. Contingency coefficients were then computed between these grades and SAT scores. The analysis of these data revealed several findings: 1. The grades in Freshmen English 131 varied considerably from one section to another. 2. The grading varied considerably from one instructor to another. 3. In the total grade distribution five percent of the students received A's; whereas 15% received F's. The percents for the other grades were: B's, 23%; C's, 38%; and D's, 14%. 4. There was little relationship between either the SAT-Verbal or the SAT-Total and the Freshmen English grades. It was recommended that similar investigations be made in other grades of this department to determine whether or not the same pattern persists of successes and failures. Also it is recommended that more studies and statistics be gathered concerning the relationships between the SAT scores and college grades.



Prediction of scholastic success, Grading and marking (Students)