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A questionnaire measuring learning outcomes, accuracy, and fairness is developed, reviewed by experts, and tested with reliability of 0.89. Thematic analysis of open responses shows most teachers view grading schemes as accurate, fair, and aligned with policy, except for grading on a 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Student Work in Distance and Online Learning System: A Survey of Teachers’ Perspective  \nBushra Haleem 1  \nSumbal Asghar2  \nAbstract  \nExamining the current discussion on efficient grading practices in online and distance learning, a mixed-method study was designed to assess the grading policies and practices. Through census sampling, all of the education department's teachers as well as the head teachers of the Pakistani virtual university were chosen. In the questionnaire as research tool for this study, open and closed-ended questions about the learning outcomes, accuracy, and fairness of the grading scheme were developed by the researchers and approved by four experts prior to administration. The instrument's reliability was 0.89. The policy document was reviewed, and thematic analysis was done for open-ended question. Based on the results, majority of teachers were agreed that the grading schemes were accurate, fair, and measured learning outcomes. Additionally, the grading policies and the grading practices are aligned. However, there was a conflict between grading practice and policy in grading on curve. In addition to offering suggestions for creating an equitable, open, and engaging assessment system in online and distance learning, the findings may help administrators, instructors, and virtual universities to understand the advantages and disadvantages of the current grading procedures and help them optimize the assessment process in order to better support students’ learning and success.  \nKeywords: Grading, policy, practice, online distance learning, students, evaluation  \n1 Lecturer, Syed Babar Ali Department of Education, Government College University, Lahore, [Pakistan. Email:](Pakistan. Email: bushra.haleem@gcu.edu.pk)[ ](Pakistan. Email: bushra.haleem@gcu.edu.pk)[bushra.haleem@gcu.edu.pk](Pakistan. Email: bushra.haleem@gcu.edu.pk)  \n2Assistant Professor, In-charge, Department of Education, Virtual University of Pakistan. Email: [sumbal.asghar@vu.edu.pk](sumbal.asghar@vu.edu.pk)  \nIntroductıon  \nThe field of education has been revolutionized by technology, leading to new possibilities for virtual learning. Virtual universities provide flexible and accessible educational opportunities for students who are unable to attend traditional brick-and-mortar institutions. In this context, it becomes essential to explore the effect of the grading scheme on the education of virtual university students. The grading scheme refers to the system used to assess and evaluate students' performance and assign grades based on their achievements. Grading has become embedded in educational institutions and offers instructors, students, and others an easy way to measure and explain the many and covert aspects of learning. However, some educators have started to challenge the accuracy of and assumptions around traditional procedures, including how grades are calculated and their influence on learner behavior. We use them to evaluate learning, categorize pupils, encourage learning behaviors, and offer feedback (Supiano, 2019) .  \nGrades are without a doubt the most important indicators of student performance in schools (Guskey & Link, 2019) . Educational systems worldwide use them as the most commonly exchanged currency. Student learning is summarized and has had an impact on various high-stakes educational decisions about students, such as college or university admissions (Brookhart et al., 2016) . In spite of the widespread use of grades and their significant impact on educational decision-making, research has revealed that teachers use varying data on achievement and non-achievement when making grading decisions (Guskey, 2011; Nowruzi & Amerian, 2020; Randall &Engelhard, 2009; Yesbeck, 2011) . Teachers, parents, educational administrators, and researchers are increasingly expressing doubts and concerns about ineffective grading practices and conflated grades (Brookhart, 2004, 2013; Guskey & Bail","cbCaiosO3sLplyTp","https://ap.wps.com/l/cbCaiosO3sLplyTp","pdf",578238,16,"English","# Abstract\n## Introduction\n## Literature Review\n### Grading Practices","[{\"question\":\"How was the survey designed to examine grading policies and practices?\",\"answer\":\"A mixed-method study assessed grading policies and practices using a questionnaire with open and closed-ended items about learning outcomes, accuracy, and fairness.\"},{\"question\":\"Who participated in the study?\",\"answer\":\"The study used census sampling, selecting education department teachers and head teachers of the Pakistani virtual university.\"},{\"question\":\"What key findings emerged about the grading scheme and fairness?\",\"answer\":\"Most teachers agreed that grading schemes were accurate, fair, and measured learning outcomes, and that policies aligned with practices, with a noted conflict for grading on a curve.\"}]","Policies and Practices for Grading of Student Work in Distance and Online Learning System: A Survey of Teachers’ Perspective | PDF",1792038156]