What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities

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