Grades Represent Achievement and "Something Else": Analysis of the Nonachievement Factors Teachers Consider in Determining Students' Grades

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

Abstract

The purpose of this study was to investigate the specific non-cognitive factors teachers use in assigning students’ grades recorded on report cards. Data were gathered from 943 K-12 teachers from five school districts who completed the Teachers’ Grading Practices Survey to determine if these factors differ among teachers who teach at different grade levels and among those with different years of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no relationship to years of experiences. Implications for improving teacher education and practice are discussed.

Authors

• Thomas R. Guskey, University of Kentucky

• Laura J Link, Indiana University - Purdue University