Grading Secondary Vocational Education Students with Disabilities: A National Perspective

Rojewski, Jay W.; Pollard, Richard; Meers, Gary D.

doi:10.1177/001440299205900107

Cited by 7 publications

(2 citation statements)

References 12 publications

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“…Grading included students with disabilities can become problematic for educators for a variety of reasons. Researchers have identified five common problems associated with grading included students with disabilities (Bietau, 1995;Bradley & Calvin, 1998;Calhoun, 1986;Christianson & Vogel, 1998;Donahue & Zigmond, 1990;Drucker & Hansen, 1982;Frisbie & Waltman, 1992;Hendrickson & Gable, 1997;Marzano, 2000;Munk, 2003;Munk & Bursuck, 2002, 1998a, 1998b, 2002Munk, Bursuck, & Silva, 2004;Rojewski, Pollard, & Meers, 1992;Salend & Duhaney, 2002):…”

Section: When Should We Use Grading Adaptations?mentioning

confidence: 99%

Grading Adaptations for Students With Disabilities

Silva

Munk

Bursuck

2005

Intervention in School and Clinic

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Issues surround grading for all students, especially those with disabilities, who are at increased risk for grades that are low, inaccurate, and lacking in meaning. Teachers often recognize grading issues and will exercise judgment in making informal adaptations to the regular grading system. When chosen collaboratively and implemented systematically, grading adaptations can be incorporated into the regular grading system to produce accurate and fair grades. A systematic process for selecting and monitoring grading adaptations, the Personalized Grading Plan (PGP) Model, has been implemented successfully with included students with disabilities.

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Section: When Should We Use Grading Adaptations?mentioning

confidence: 99%

Grading Adaptations for Students With Disabilities

Silva

Munk

Bursuck

2005

Intervention in School and Clinic

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“…In a later study, Rojewski, Pollard, and Meers (1992) continued their efforts to describe grading practices and perceptions toward grading students with disabilities in vocational classrooms. Competency-based (criterion-referenced) assessment was preferred by 69.2% of the teachers.…”

Section: Instructional and Setting Demandsmentioning

confidence: 99%

The Positive Force of Vocational Education

Evers

1996

J Learn Disabil

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Successful transitions to postsecondary settings are associated with such adult outcomes as continuing education, independent living, and employment. The purpose of this article is to present research that supports the use of vocational education programs to improve the adult outcomes of students with learning disabilities as they transition to employment. The literature review focuses on four major topics: (a) data from follow-up and follow-along studies illustrating the relationship between vocational-technical education and adult outcomes; (b) recent program trends in vocational education; (c) current practices in vocational education regarding placement and access, instructional and setting demands, and teacher attitudes and preparation; and (d) speculations about the effects of school reform and pending legislation.

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Report Card Grading and Adaptations: A National Survey of Classroom Practices

Bursuck

Polloway

Plante

et al. 1996

Exceptional Children

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A national survey of elementary and secondary general education teachers ( N = 368, response rate of 52%) was conducted to determine the classroom grading practices of general education teachers, including grading adaptations for students with disabilities. Results of this self report survey indicated that teachers find letter and number grades more helpful for students without disabilities than for those with disabilities. Results also indicated that teachers find certain grading adaptations—such as pass-fail grades, portfolios, multiple grades, and grading for effort—helpful for students both with and without disabilities. Implications for training, research, and practice are included.

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Grading Secondary Vocational Education Students with Disabilities: A National Perspective

Cited by 7 publications

References 12 publications

Grading Adaptations for Students With Disabilities

Grading Adaptations for Students With Disabilities

The Positive Force of Vocational Education

Report Card Grading and Adaptations: A National Survey of Classroom Practices

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