期刊名称：LAHOR: journal for Croatian as mother, second and foreign lanugage
印刷版ISSN：1846-2197
电子版ISSN：1848-4972
出版年度：2008
卷号：2
期号：6
页码：210-236
出版社：Crotian Philological Society
摘要：This article discusses grading using a single number as part of assessing students' knowledge in education, especially in Croatian language. The first part of the paper introduces the mean and median which should replace the arithmetic mean which is broadly used, regardless of the fact that Croatian grades at all levels of education (from primary school to university) are ordinal variables, not numerical.\\ In the main part of the article mode and median are used, as well as percentage, to evaluate the grading system at the University School of Croatian Language and Culture (UNICLAC). The intensive language program, running at the University of Zagreb since 1990 and having more than 700 students so far, developed it's program on the basis of research conducted by some of its teachers. Since the summer of 1994 the School reported grades within Croatian traditional 4--grade scale (5, 4, 3, 2) and 12--letter grade scale (A+ to D-). Data from 513 grades was collected (1995--2008). Earlier grades were excluded as winter, summer and autumn schools had different language level division (particularly because former advanced level mostly covered students that would later belong to intermediate level). Also, since 1995 each of the three levels was divided into three sub-levels (beginning P1, P2, P3, intermediate S1, S2, S3, advanced N1, N2, N3).\\ Three of the hypotheses were confirmed by statistical analysis, two were partially confirmed. Croatian traditional grades were not easily transferable to \textsc{ects} grading scale (out of 92\% who passed Croatian language exam, 49.67\% got the highest grade, and only 2.38 the lowest passing grade). When compared to the ECTS grading scale, the letter grade showed different distribution: ECTS A was comparable to UNICLAC A+ (10% to 15.8%), B to A (25% vs. 22.5%), C to A- & B+ (30% vs. 25%), D to B, B- & C+ (25% vs. 26.8%), whilst E was comparable to C, C-, C+ & D (10% vs. 10.2%). Hence, there was some inflation of A+ grades (due to the teachers' fascination with oral exams of some P1a students in years 2000 to 2008) as letter grades show intercultural system (teachers had often been translating numbers into letters and modifying them with + or - when appropriate). The grades were not quite evenly distributed through different levels; there was a slight tendency to grade P3 and S2 students higher.
关键词：statistics; mean variables; grading; language assessment
