PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
An Analysis of Calculus Instructor Grading Inconsistencies
Page: 2-211
Despite the consensus among mathematics educators that prior knowledge is essential to student success, calculus instructors vary widely in their assessment of prior knowledge errors found on student assignments and exams. This phenomenological study of five calculus instructors at a large research institution investigated the influence that instructor belief systems have on the consistency of grading across instructors. The results showed that the intricacies of instructor sensible systems play a vital role in the assessment of student errors.