Secondary Teachers' Classroom Assessment and Grading Practices

Abstract

What variables d o secondary teachers use t o assign grades? What is the relationship between classroom assessment practices and grading? 1s the form of classroom assessment related to grade level, subject area, and student ability? James H. McMillan is a Professor at the School of Education, Virginia Commonwealth UniversiCy, Box 84.2020, Richmond, VA 23284-2020. His specializations are educational research, educational measurement, and classroom assessment.

Czy nauczyciele edukacji wczesnoszkolnej potrafią bezstronnie ocenić osiągnięcia dziewcząt i chłopców z języka polskiego?

“…Jest możliwe, że stopnie odzwierciedlają także istotne z punktu widzenia skuteczności nauczania czynniki o charakterze pozapoznawczym (Ekstrom, 1994;Brookhart, 1997;McMillan, 2001;Rakoczy, Klieme, Bürgermeister i Harks, 2008;Randall i Engelhard, 2010) Zdaniem niektórych badaczy stopnie szkolne są raczej miarą spełniania wielowymiarowego standardu "dobrego ucznia" niż miarą jego osiągnięć w zakresie danego przedmiotu szkolnego (Kimball, 1989;Allen, 2005;Mullola i in., 2012;Spilt, Koomen i Jak, 2012). Ponieważ bliżej tego standardu są uczennice, to tłumaczy ich wyższe oceny.…”

A Secondary School Teacher’s description of the process of determining report card grades

“…An accumulation of research showed that teachers' grading practices not only diverged from the recommendations of measurement specialists, they also varied considerably across teachers and were sometimes inconsistent even within a teacher's own practice (Anders & Richardson, 1992;Brookhart, 1993;1994;Cross & Frary, 1996;Friedman & Troug, 1998). McMillan (2001) surveyed teachers in the United States (n=1,483) and confirmed that the "hodgepodge" (Brookhart, 1991, p. 36) nature of grades and grading practices had continued into the 21 st century. Duncan and Noonan (2007) built on McMillan's (2001) work and surveyed secondary teachers (n=513) within the context of assessment reform in Saskatchewan.…”

“…McMillan (2001) surveyed teachers in the United States (n=1,483) and confirmed that the "hodgepodge" (Brookhart, 1991, p. 36) nature of grades and grading practices had continued into the 21 st century. Duncan and Noonan (2007) built on McMillan's (2001) work and surveyed secondary teachers (n=513) within the context of assessment reform in Saskatchewan. Their findings were consistent with previous research in that the teachers' practices varied by subject-area, and non-achievement factors were frequently included in the calculation of students' grades.…”

Deep Questions without Deep Understanding

“…These deep questions are the sort of open-ended queries that require deep thinking and recall rather than a rote response, that span significant amounts of content rather than a single sentence. Unsurprisingly, it is these deep questions that have the greatest educational value (Anderson, 1975;Andre, 1979;McMillan, 2001). They are thus a key assessment mechanism for a spectrum of online educational options, from MOOCs to interactive tutoring systems.…”