Novice Teachers’ Perceptions of Daily Assessment and Grading Practices in First-Year Classrooms

• In Event: Poster Session 13
  In Poster Session: Relationships Between Preservice Teacher Preparation and Practice

Abstract

Once established, teachers’ perceptions about their daily assessment and grading practices are presumably stable and hard to change, and they shape their assessment practices. This longitudinal case study chronicles how four beginning teachers develop their grading practices by following the teachers through various stages, e.g. college coursework, student-teaching, and first-year teachers and looking at the influences that these perceptions have on their assessment, grading, and teaching practice. The study draws on interview and document data in their student teaching and compares it to interview and document data during their subsequent first year of teaching. This longitudinal study is important for researchers and policy makers in understanding the developmental nature of grading practices and causally how teachers learn to teach.

Authors

• Brandon L. Yost, University of Nevada - Las Vegas

• Jian Wang, Texas Tech University