gradingnormen

Gradingnormen refer to the standards and conventions used to assign grades in educational settings. They define what constitutes different levels of achievement and may be expressed as numerical scores, letter grades, or descriptive categories. Gradingnormen can be norm-referenced, comparing a student's performance to that of a peer group, or criterion-referenced, assessing whether predefined learning outcomes have been met.

In norm-referenced systems, a distribution is used to rank students, often via curves or percentile cutoffs. In criterion-referenced systems, a rubric or set of criteria determines the grade regardless of peers.

Setting grading norms may involve statistical methods, such as anchoring widely observed performance levels, standard deviations, or fixed percentage thresholds. Some systems combine approaches, using rubrics with a grade scale and normative adjustments for fairness, capacity, or course difficulty.

Gradingnormen influence motivation, resource allocation, and perceived fairness. Critics argue they can induce grade inflation, bias against certain groups, or discourage collaboration. Practices like transparent rubrics, double marking, moderation, and regular calibration sessions aim to improve reliability and validity.

Different educational systems adopt different scales; examples include A–F or 1–6 or 0–100. The concept of gradingnormen is connected to assessment standards and the broader field of educational measurement.