Empirical analysis of uneven assessment criteria in elementary school

Abstract

This study examines criterion-referenced and norm-referenced assessment in education, aiming to explore vertical and horizontal variations in student grading. The research focuses on analyzing academic performance across different subjects and schools in order to determine whether significant discrepancies exist in grading practices and how the application of various assessment approaches may influence overall educational outcomes. The empirical analysis includes a quantitative examination of average grades, grade ranges, and standard deviations to assess the variability in grading.The findings indicate the presence of inconsistencies in assessment criteria, both among teachers within the same institution based on student age or grade level, and across teachers from different schools. Certain subjects are consistently assigned higher or lower average grades, suggesting the existence of uneven grading standards. Norm-referenced assessment allows for comparisons of student achievement across samples, highlighting areas with higher educational standards as well as those in need of targeted interventions. In light of these findings, the study concludes that there is a pressing need to standardize criterion-referenced assessment among teachers to ensure fairness and consistency in evaluating student knowledge, regardless of the school they attend. These insights may serve as a foundation for further research and the development of improved educational policies.