Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics

• In Event: Roundtable Session 73
  In Roundtable Session: Fairness in Student Assessment and Grading

Abstract

The purpose of this study is to examine the degree to which four sources of evidence(1) course descriptions and policies (teacher); (2) grading beliefs (vignettes); (3) perceived grading practices (Likert-scale); (4) student characteristics (student) converge from a qualitative perspective. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis. Twelve high-school teachers responded to an in-depth structured qualitiative online questionnaire. Results indicated some degree of congruency between perceived grading practices and teacher belief vignettes, but less congruency between perceived grading practices and course policies and student characteristics.

Author

• Caroline R.H. Wiley, Human Resources Research Organization