Examining Perceptions of K-12 Grading Practices Among Undergraduate Seniors and Implications for Teacher Preparation Programs

• In Event: Critcal Perspectives on Grading, Tutoring, and Justice in Schools

Abstract

This survey examines the differences in perceptions of K-12 grading practices between senior undergraduate education majors and seniors from other disciplines at a U.S. Midwestern university. Despite education majors’ future responsibility for assessing and grading student work and the significant impact that grades have on students’ access to future opportunities, our preliminary findings suggest minimal differences between education majors and non-education majors, indicating that teacher preparation programs may be perpetuating inequities in traditional approaches to grading rather than challenging them. The results provide initial evidence to inform the improvement of assessment literacy in pre-service teacher training. One potential solution would be to require coursework on effective grading practices that honor educational foundations while also attending to issues of equity.

Authors

• Leo W. Cavinder, Indiana University

• Laura J. Link, University of North Dakota

• Janet R. Decker, Indiana University