<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Juan Manuel Montero</style></author><author><style face="normal" font="default" size="100%">San Segundo, Ruben</style></author><author><style face="normal" font="default" size="100%">Javier Macias-Guarasa</style></author><author><style face="normal" font="default" size="100%">Ricardo Cordoba</style></author><author><style face="normal" font="default" size="100%">Javier Ferreiros</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Methodology for the Analysis of Instructors’ Grading Discrepancies in a Laboratory Course</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Engineering Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">automatic analysis of grades</style></keyword><keyword><style  face="normal" font="default" size="100%">biases in assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">grading discrepancies</style></keyword><keyword><style  face="normal" font="default" size="100%">massive laboratories</style></keyword><keyword><style  face="normal" font="default" size="100%">project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">software quality analysis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">09/2006</style></date></pub-dates></dates><urls><related-urls><url><style face="normal" font="default" size="100%">https://geintra-uah.org/system/files/IJEE1748.pdf</style></url></related-urls></urls><publisher><style face="normal" font="default" size="100%">TEMPUS Publications, Dublin Institute of Technology</style></publisher><pub-location><style face="normal" font="default" size="100%">Irlanda</style></pub-location><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">1053-1062 </style></pages><language><style face="normal" font="default" size="100%">English</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;
&lt;div&gt;This paper introduces a new methodology to analyze grading discrepancies in PBL software-engineering courses with a high student-to-faculty ratio. The methodology is based on a quantitative analysis of the more relevant software features according to the grades assigned by each instructor. In order to reduce the discrepancies detected, a new grading consensus has to be built, and automatic analysis tools must assist the instructors when grading. The evaluation of the methodology in two academic years revealed a 62% reduction of the grading discrepancies, achieving an average inter-instructor discrepancy of 0.10 in a scale from 0 to 1.&lt;/div&gt;
&lt;/p&gt;</style></abstract><issue><style face="normal" font="default" size="100%">5, part II</style></issue><accession-num><style face="normal" font="default" size="100%">0.355</style></accession-num><call-num><style face="normal" font="default" size="100%">EDUCATION, SCI. DISCIPLI</style></call-num></record></records></xml>