Including Homework and Employability Skills in Class Grades: An Investigation of Equitable Grading Outcomes in an Urban High School

Autor/inn/en	Griffin, Robert; Townsley, Matt
Titel	Including Homework and Employability Skills in Class Grades: An Investigation of Equitable Grading Outcomes in an Urban High School
Quelle	In: Practical Assessment, Research & Evaluation, 27 (2022), Artikel 27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Homework; Employment Potential; Job Skills; Grading; Urban Schools; High School Students; Equal Education; Mathematics Achievement; Summative Evaluation; Student Evaluation; Race; Socioeconomic Status; Poverty; Minority Group Students; Outcomes of Education; Iowa + Suchen Sie Ihr Suchwort? Hausaufgabe; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Notengebung; Schulnote; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studentische Bewertung; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Armut; Lernleistung; Schulerfolg
Abstract	Historically, race and poverty have been contributing factors when considering gaps among students in their academic achievement. The purpose of this study was to determine how employability and homework scores within traditional points and percentages weighted grading models impact grades from an equity lens. This study analyzed 779 students' semester math grades at an urban high school to see if students' grades were inflated or deflated due to including homework and employability scores in the grade. Final grades which included homework and employability points were compared to each student's overall summative assessment scores to determine grade inflation or deflation. The study then analyzed if including homework and employability points in the grade helped or hurt student's grades based on race and socio-economic factors. In comparing grading results based on students' socio-economic statuses, there were statistically significant differences. (As Provided).
Anmerkungen	Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail: pare@umass.edu; Tel: 413-577-2180; Web site: https://scholarworks.umass.edu/pare
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01