Teachers' Grading Beliefs: Examining a Nonacademic Factor

• In Event: 18.041 - Classroom Assessment: Issues in Grading

Abstract

In this study, we explored teachers' beliefs on using grading practices that include non-achievement factors. In particular, we focus on examining the "applying grading as a behavioral management approach." We first administered the Survey of Grading Beliefs (authors, 2009), consisting of 17 vignettes, to 144 teachers (preservice and novice). Then, we followed up with qualitative, open-ended questions to 51 of the 144 participants. The qualitative data revealed that teachers in our study were thoughtful about their grading decisions in relation to each of the vignettes that measures “grading as a management approach,” and that they take subtle contextual information and the “whole child” into consideration.

Authors

• Peggy P. Chen, Hunter College - CUNY

• Sarah M. Bonner, Hunter College - CUNY