Fairness in Grading: Perceptions of Junior High School Students

Hull, Ray

doi:10.1080/00098655.1980.9959249

The Clearing House: A Journal of Educational Strategies, Issues

1980

DOI: 10.1080/00098655.1980.9959249

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Fairness in Grading: Perceptions of Junior High School Students

Ray Hull

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Cited by 8 publications

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“…Unfortunately, a grade doesn't mean the same thing to everyone. There is evidence that different groups perceive grades in conflicting ways (Cassidy, 1977;Hull, 1980;Middleton, 1982;Terwilliger, 1977). The crux of the problem is that each person viewing the grade of a pupil for a given time may perceive a different message than the one intended by the grader.…”

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confidence: 96%

Grading Mainstreamed Handicapped Pupils: What Are the Issues?

1983

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Grading mainstreamed handicapped pupils has caused considerable consternation for special and regular educators. Because grading practices relating to handicapped pupils have received little attention, this paper investigates the pertinent issues and gives examples. The major purpose is to avoid the confusion caused by arbitrary grading systems. Graders and consumers must be clearly identified, as must the messages intended by the grades. Choosing satisfactory grading formats is discussed. The issues are generalized to all children, including those without handicaps.

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confidence: 96%

Grading Mainstreamed Handicapped Pupils: What Are the Issues?

1983

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Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence

Rasooli

Zandi

DeLuca

2022

School Psychology Review

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Grading Secondary Vocational Education Students with Disabilities: A National Perspective

Rojewski¹,

Pollard

Meers

1992

Exceptional Children

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A nationwide purposive sample of secondary vocational educators completed a questionnaire that examined practices and perceptions toward grading students with disabilities. A variety of grading methods was reportedly used, but over two-thirds of respondents included a competency-based grading component. An overwhelming majority believed that student effort should be used to determine grades. Two-thirds of vocational educators had never been involved in their students' IEP development. The most common changes teachers have made over time in their grading practices included becoming more flexible and individualized in grading. Overall, teachers displayed moderately positive attitudes toward grading students with disabilities.

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Fairness in Grading: Perceptions of Junior High School Students

Cited by 8 publications

References 0 publications

Grading Mainstreamed Handicapped Pupils: What Are the Issues?

Grading Mainstreamed Handicapped Pupils: What Are the Issues?

Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence

Grading Secondary Vocational Education Students with Disabilities: A National Perspective

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