Variations in Grading Practice -- Subjects Matter

Autor/in	Prøitz, Tine S.
Titel	Variations in Grading Practice -- Subjects Matter
Quelle	In: Education Inquiry, 4 (2013) 3, S.555-575, Artikel 22629 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v4i3.22629
Schlagwörter	Grading; Intellectual Disciplines; Teacher Attitudes; Secondary School Teachers; Foreign Countries; Validity; Outcomes of Education; Academic Standards; Tests; Assignments; Reports; Speeches; Pretests Posttests; Notetaking; Weighted Scores; Norwegian; Mathematics Education; Science Education; Art Education; Physical Education; Norway + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Geisteswissenschaften; Lehrerverhalten; Ausland; Gültigkeit; Lernleistung; Schulerfolg; Examination; Prüfung; Examen; Assignment; Auftrag; Zuweisung; Abschlussbericht; Berichten; Norwegisch; Mathematische Bildung; Naturwissenschaftliche Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Körpererziehung; Sportunterricht; Norwegen
Abstract	This article aims to explore the relevance and importance of school subjects in teachers' grading practices, as teachers themselves see it. The study is based on material from 41 semi-structured interviews, with teachers of five subjects, at four lower and two upper secondary schools in Norway. The findings suggest that the school subject does matter when teachers assign final grades to their students. The study also indicates that different subjects involve different challenges or obstacles in fulfilling government recommendations and regulations for grading. A four-part model is developed that summarises the subject differences found in teachers' approaches to grading, and which allows different subjects to be mapped relative to one another. These findings seem to support arguments that more recognition should be given to differences between school subjects, and the influence of contextual dimensions in grading practices. This is particularly relevant in implementing system-wide changes such as the creation of unitary systems for the measurement of student learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01