Exploring the Factors Teachers Consider in Determining Students' Grades

Autor/inn/en	Guskey, Thomas R.; Link, Laura J.
Titel	Exploring the Factors Teachers Consider in Determining Students' Grades
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 3, S.303-320 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2018.1555515
Schlagwörter	Grading; Teacher Attitudes; Report Cards; Elementary School Teachers; Secondary School Teachers; Instructional Program Divisions; Teaching Experience; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Lehrerverhalten; Berichtszeugnis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Notenspiegel
Abstract	The purpose of this study was to investigate the specific factors teachers consider when assigning students' report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the "Teachers' Grading Practices Survey." Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers' years of experience and no interaction effect. Differences by grade level were evident in teachers' consideration of both cognitive and non-cognitive factors of students' performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01