How the Multiple Functions of Grades Influence Their Validity and Value as Measures of Academic Achievement.

Autor/inn/en	Lambating, Julita; Allen, James D.
Titel	How the Multiple Functions of Grades Influence Their Validity and Value as Measures of Academic Achievement.
Quelle	(2002), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Attitudes; Case Studies; College Students; Grades (Scholastic); Grading; High School Students; High Schools; Higher Education; Parents; Preservice Teacher Education; Preservice Teachers; Validity + Suchen Sie Ihr Suchwort? Schulleistung; Attitude; Einstellung; Verhalten; Case study; Fallstudie; Case Study; Collegestudent; Notenspiegel; Notengebung; Schulnote; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Eltern; Lehramtsstudiengang; Lehrerausbildung; Gültigkeit
Abstract	This study explored the perspectives of high school students, high school teachers, undergraduate and graduate students in preservice teacher education programs, and university professors about how a high school teacher assigns grades. The study also asked whether these different groups gave more or less weight to completing an assigned task than demonstrating mastery of the subject in the assignment of grades and whether a stand-alone measurement course made a difference among educators' perspectives on grading. A survey was developed to collect perspectives through a case study of a realistic grading dilemma. Data were collected from 153 preservice teachers (mostly undergraduates), 49 preservice teachers in a graduate course, 81 practicing high school and elementary school teachers in 2 states, 34 education professors, and 288 high school students in 2 states. Participants responded in a similar way to the case study, but there was a difference in the perceptions of high school students and those of other groups. Educators and students agreed that homework as for practice, but most respondents would consider homework in grading the student. Generally respondents had similar views of the purpose of a grade. Educators who had taken a measurement course were more likely to consider homework as a requirement that should affect grading. Implications for teacher education are discussed. Appended are the survey instruments. (Contains 13 tables and 40 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01