Are grades in exams comparable to each other? The impact of social context on grading in higher education

Grading in higher education as an indicator of the individual performance or of the teaching performance of a university would be worthless if grading were systematically biased. The following article is based on data from German higher education statistics. A number of systematical grading differences are identified here with respect to various aggregation levels and social contexts over the last fifteen years and beyond. Theoretical explanations and existing survey data are used to investigate and explain the variety of types of impact. Adapted from the source document. Reprinted by permission of Lucius & Lucius Verlagsgesellschaft