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

Abstract

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.

Personalized Grading Plans: A Systematic Approach to Making the Grades of Included Students More Accurate and Meaningful

“…Evidence that teachers consider grading adaptations an appropriate and viable strategy for improving the accuracy and purposefulness of grades is found in the fact that 50% of the teachers in the study by Bursuck et al (1996) reported that they had used specific grading adaptations for students without disabilities. Thus, adapting grades is not considered solely an intervention for special education students.…”

The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

“…Teachers as well as parents have been confused about how to give students grades on their report cards even if the school district they work in has guidelines to follow (Brookhart, 1993;Bursuck et al, 1996;Randall & Engelhard, 2009a). Research has found that elementary school teachers tend to give higher grades than middle school teachers (Randall & Engelhard, 2009a).…”

“…Student grades should provide a direct measure of successful performance and an indirect measure of effort (Bursuck et al, 1996). The harder a child tries the better grades they get.…”

“…There are teachers who feel grades are payment for work requirements; some believe that grades should be given from a calculated score; while others think that grades reflect academic ability. Many teachers believe that grades should be the result of improvement and ability (Brookhart, 1993;Bursuck et al, 1996).…”

“…Other teachers pass students if they make an effort regardless whether the student is receiving a passing grade in the class. Teachers mainly assign grades based on in-class work and homework as well as tests, quizzes and projects (Bursuck et al, 1996).…”