This study examined differences in the assessment criteria used by the USA and Spanish university instructors to assign course grades. The US sample included two hundred and fifty course syllabi (159 from universities and 91 from 4-year colleges) developed by randomly selected instructors from five academic disciplines (education, math, science, psychology, and English). Spanish data set included 175 syllabi, chosen from the national database from the same five domains. The results revealed that university instructors employed a number of criteria when assigning course grades, with the US instructors relying equally on process and product criteria, and Spanish instructors using a higher proportion of product indicators. We also found that self- and peer assessment were used scarcely between the two countries and that no syllabi employed progress criteria. Theoretical, practical, and policy implications are discussed along with avenues for further research.

这项研究检查了美国和西班牙大学教官用来分配课程成绩的评估标准的差异。美国的样本包括由五个学科（教育，数学，科学，心理学和英语）中随机选择的讲师开发的250门课程大纲（大学为159门课程，四年制学院为91门课程）。西班牙数据集包括175个教学大纲，这些教学大纲是从国家数据库中从相同的五个域中选择的。结果表明，大学教师在分配课程等级时采用了许多标准，美国教师同样依赖过程和产品标准，而西班牙教师则使用较高比例的产品指标。我们还发现，两国之间几乎没有使用自我评估和同伴评估，也没有采用进度标准的教学大纲。讨论了理论，实践和政策含义以及进一步研究的途径。