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AutorenAllen, James D.; Lambating, Julita
TitelValidity and Reliability in Assessment and Grading: Perspectives of Preservice and Inservice Teachers and Teacher Education Professors.
Quelle(2001), (34 Seiten)
PDF als Volltext    Verfügbarkeit 
BeigabenTabellen
Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterTagungsbericht; Elementary Secondary Education; Grading; Higher Education; Preservice Teacher Education; Reliability; Student Evaluation; Student Teacher Attitudes; Student Teachers; Teacher Educators; Validity
AbstractThis study investigated preservice, inservice, and college teachers' reasons for making assessment and grading decisions. A survey examined their perspectives about a case study that presented a grading dilemma in which a teacher, "Sarah", assigned grades based on criteria that were potentially invalid and unreliable. Participants analyzed the case and provided solutions and a rationale for their decisions. The dilemma was that Sarah had given the most knowledgeable student in her math class, "James", a grade of B because he never turned in homework. James' parents wanted Sarah to change James' grade to an A to reflect his mathematics knowledge. Participants discussed: whether Sarah should change James' grade, what grade James deserved, and what they believed was the purpose of homework and grades. Most respondents believed James' grade should not be changed because of the teacher's homework requirement. Results highlight the need to help teachers make good grading decisions based on fundamental measurement principles. In situations in which a teacher must summarize and communicate a student's classroom progress in an academic subject through one grade, there must be consensus that the grade represents the most accurate statement of the student's academic achievement, and only academic achievement. (Contains 57 references and 4 figures.) (SM)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2001/4/10
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