A Study of EFL Teachers' Classroom Grading Practices in Secondary Schools and Private Institutes: A Mixed Methods Approach

Autor/in	Nowruzi, Majid
Titel	A Study of EFL Teachers' Classroom Grading Practices in Secondary Schools and Private Institutes: A Mixed Methods Approach
Quelle	In: Language Testing in Asia, 11 (2021), Artikel 29 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nowruzi, Majid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-021-00145-2
Schlagwörter	Foreign Countries; Grading; Decision Making; English (Second Language); Second Language Instruction; Language Teachers; Teacher Attitudes; Student Behavior; Academic Achievement; Student Motivation; Influences; Secondary School Teachers; Private Schools; Iran + Suchen Sie Ihr Suchwort? Ausland; Notengebung; Schulnote; Decision-making; Entscheidungsfindung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Student behaviour; Schülerverhalten; Schulleistung; Schulische Motivation; Influence; Einfluss; Einflussfaktor; Private school; Privatschule
Abstract	This explanatory sequential mixed methods study aimed at exploring the grading decision-making of Iranian English language teachers in terms of the factors used when assigning grades and the rationales behind using those factors. In the preliminary quantitative phase, a questionnaire was issued to 300 secondary school and private institute EFL teachers. Quantitative data analyses showed that teachers attached the most weight to nonachievement factors such as effort, improvement, ability, and participation when determining grades. Next, follow-up interviews were conducted with 30 teachers from the initial sample. The analyses of interview data revealed that teachers assigned hodgepodge grades on five major grounds of learning encouragement, motivation enhancement, lack of specific grading criteria, pressure from stakeholders, and flexibility in grading. Data integration indicated that teacher grading decision-making was influenced by both internal and external factors, with adverse consequences for grading validity. Eliciting explanations for the use of specific grading criteria from the same teachers who utilized those criteria in their grading in a single study added to the novelty of this research. Implications for grade interpretation and use, accountability in classroom assessment, and teachers' professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01