Putting Classroom Grading on the Table: A Reform in Progress

Autor/in	Cox, Keni Brayton
Titel	Putting Classroom Grading on the Table: A Reform in Progress
Quelle	In: American Secondary Education, 40 (2011) 1, S.67-87 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Focus Groups; Interviews; Grading; Secondary School Teachers; Teacher Leadership; Teacher Attitudes; Change Strategies; Educational Change; Educational Practices; Academic Standards; Beliefs; Student Evaluation; Classroom Techniques; Educational Strategies + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Notengebung; Schulnote; Lehrerfunktionsstelle; Lehrerverhalten; Lösungsstrategie; Bildungsreform; Bildungspraxis; Belief; Glaube; Studentische Bewertung; Klassenführung; Lehrstrategie
Abstract	In a standards-based instructional program, what does a course grade convey? What should it convey? What is the role of homework in assigning grades? What is the role of common assessments? This case study examined the responses of two groups of high school teachers during a district wide reform of grading practices. The first was a focus group of seven advocates of non-traditional grading practices aligned with specific district grade reforms: (a) 50% minimal score for a failing grade, (b) retesting without penalty, (c) acceptance of late work, and (d) course-alike, standards-based grading agreements. The second group of nine teachers, including seven randomly selected teacher leaders from across the district, participated individually in semi-structured interviews. Findings confirmed earlier research on the role of individual teacher beliefs on grading practice and the emphasis that many teachers place on student effort when they assign grades. Additional findings have implications for leadership actions that may influence grading practices of secondary teachers. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10