Career and Technical Education Teachers' Perspectives of Evidence-Based Grading

Autor/inn/en	Boss, Chase; McKendree, R. Bud
Titel	Career and Technical Education Teachers' Perspectives of Evidence-Based Grading
Quelle	In: Journal of Research in Technical Careers, 6 (2022) 2, S.40-52 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Vocational Education; Evidence Based Practice; Grading; Social Cognition; Evaluation; Student Development; Program Implementation; Vocational Education Teachers; Michigan + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Notengebung; Schulnote; Soziale Kognition; Evaluierung; Ausbilder
Abstract	As education leans into competency-based assessment methods, Evidenced-Based Grading (EBG) presents as a potential effective option for Career and Technical Education (CTE) teachers. In this study we use a basic qualitative design to explore CTE teachers' perceptions of assessment, student growth, and implementation of an Evidenced-Based Grading system. Eight teachers in a Career-Tech Center in Michigan participated in the study, with each completing one semi-structured, in-depth interview about their perceptions of EBG, and data were analyzed following an inductive coding process with open and axial coding. Member checking, audit trails, and peer debriefs were utilized to enhance trustworthiness of findings. In this article we present themes that emerged from the in-depth interviews, as well as a discussion of implications for practice and recommendations for future research. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01