Inside High School Grading Practices: Building a Research Agenda

Stiggins, Richard J.; Frisbie, David A.; Griswold, Philip A.

doi:10.1111/j.1745-3992.1989.tb00315.x

Cited by 113 publications

(81 citation statements)

References 8 publications

(4 reference statements)

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“…Compared to the other areas of the educational assessment process, the participating teachers reported a lower practice related to the analysis of the assessment results and student involvement in the assessment process. Also, they reported using non-achievement grading factors when assigning grades for students, which in turn, do not align with those recommended by educational assessment experts which state that non-achievement factors such as effort, ability, interest, and motivation should not be incorporated into academic grades because they are complex to be operationally defined and measured (Stiggins, Frisbie, & Griswold, 1989). The results of the study indicated that teaching load and educational assessment training may play a critical role in teachers' attitudes, competence, knowledge, and practices in educational assessment.…”

Section: Discussionmentioning

confidence: 99%

Educational Assessment Profile of Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

IES

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This study builds on a previous pilot study conducted by Alkharusi, Aldhafri, Alnabhani, and Alkalbani (2012) to explore educational assessment attitudes, competence, knowledge, and practices of in-service teachers in the Sultanate of Oman. The present study extends the previous pilot study by surveying a larger sample of in-serivce teachers teaching grades 5 to 12 in all educational governorates in the Sultanate of Oman as opposed to 165 in-service teachers teaching grades 5 to 10 in one educational governorate. Specifically, the study aimed at developing a profile of educational assessment attitudes, competence, knowledge, and practices for teachers in the Sultanate of Oman. The profile was developed as a function of teachers' gender, nationality, educational governorate, teaching grade, qualification, teaching subject, pre-service assessment training, in-service assessment training, teaching load, and teaching experience. The study employed a descriptive survey research design. Participants were 3557 in-service teachers teaching various subject areas in grades 5 to 12 randomly selected from all educational governorates in the Sultanate of Oman. Confirming Alkharusi et al. (2012) study, findings of the current study showed that the teachers tended to have a positive attitude towards educational assessment. Despite their perception as being competent in educational assessment, they demonstrated a low level of the educational assessment knowledge. Further, the teachers indicated using different classroom assessments mainly for grading and increasing students' desire for learning. Teaching load and teaching experience explained some of the differences in the teachers' educational assessment profile. Also, the educational assessment profile varied as a function of the selected demographic and background variables. The findings pointed to a conclusion that professional educational assessment programs for teachers should be continued and tailored to the needs and nature of the teachers' classroom realities. Future research is needed to judge the validity of the teachers' self-report surveys concerning educational assessment.

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Section: Discussionmentioning

confidence: 99%

Educational Assessment Profile of Teachers in the Sultanate of Oman

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

IES

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show abstract

“…Teachers struggle to weigh non-achievement factors, yet valuing students' effort and dispositions is understandable since those characteristics contribute to students' comprehensive academic success (McMillan, 2008). Teachers regularly take into account student cognitive capacity, motivation, and work habits to adjust their expectations for individual students, which are sometimes recognized explicitly, such as by including non-achievement factors on a rubric, but are most often considered implicitly (Bowers, 2011;Lekholm & Cliffordson, 2008;Stiggins, Frisbie, & Griswold, 1989). Brookhart (1993) found that teachers give low-achieving students inflated grades for trying hard, even if their performance was below what they were capable of, yet teachers graded average and above-average students based more on their actual achievement.…”

Section: Review Of Literaturementioning

confidence: 99%

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7 th -grade students' learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students' social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.

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“…Grades should be based on achievement factors only (Cizek, & Fitzgerald, 1996;Stiggins, Frisbie & Griswold, 1989). Brookhart (1997) found that teachers make value judgments when assigning grades.…”

Section: Grading As Feedbackmentioning

confidence: 99%

“…Since grade-based decisions may have lasting academic and social consequences (Messick, 1989;Popham, 2001), teachers should weigh assessment elements according to instructional emphasis (Airasian, 1991;Stiggins, Frisbie & Griswold, 1989). For example, if the main point of a writing lesson was proper nouns, then scoring should focus on proper nouns.…”

Section: Grading As Feedbackmentioning

confidence: 99%

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Macroeconomic Variables and Security Prices in India During the Liberalized Period

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Inside High School Grading Practices: Building a Research Agenda

Abstract: Do teachers actually follow the grading practices recommended by researchers and textbook authors? where are the discrepancies? What are possible explanations for such discrepancies? What is an agenda for further research on actual classroom grading practices of teachers?

Cited by 113 publications

References 8 publications

Educational Assessment Profile of Teachers in the Sultanate of Oman

Educational Assessment Profile of Teachers in the Sultanate of Oman

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Review of Related Literature

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