Docherty Angie, Dieckmann Nathan
Nurs Educ Perspect. 2015 Jul-Aug;36(4):226-31. doi: 10.5480/14-1485.
To assess evidence for "failing to fail" in undergraduate nursing programs.
Literature on grading practices largely focuses on clinical or academic grading. Reviewing both as distinct entities may miss a more systemic grading problem.
A cross-sectional survey targeted 235 faculty within university and community colleges in a western state. Chi-square tests of independence explored the relation between institutional and faculty variables.
The response rate was 34 percent. Results suggest failing to fail may be evident across the sector in both clinical and academic settings: 43 percent of respondents had awarded higher grades than merited; 17.7 percent had passed written examinations they felt should fail; 66 percent believed they had worked with students who should not have passed their previous placement.
Failing to fail cuts across instructional settings. Further exploration is imperative if schools are to better engender a climate for rigorously measuring student attainment.
评估本科护理专业中“未能让不合格学生不合格”现象的证据。
关于评分实践的文献主要集中在临床或学业评分上。将两者作为不同实体进行审查可能会忽略一个更系统的评分问题。
一项横断面调查针对西部某州大学和社区学院的235名教师。独立性卡方检验探讨了机构变量和教师变量之间的关系。
回复率为34%。结果表明，在临床和学术环境中，整个行业可能都存在“未能让不合格学生不合格”的现象：43%的受访者给出的成绩高于应得成绩；17.7%的受访者让他们认为应该不及格的学生通过了笔试；66%的受访者认为他们曾与本不应通过上次实习的学生共事过。
“未能让不合格学生不合格”现象在教学环境中普遍存在。如果学校要营造一个能严格衡量学生学业水平的氛围，就必须进行进一步的探索。
