ERIC Number: ED234052
Record Type: RIE
Publication Date: 1983-Jun
Reference Count: 0
A Descriptive Multimethod Study of Teacher Judgment during the Marking Process.
Whitmer, Sylvia Pratt
A study was designed to generate a description of 5 elementary school teachers' judgment processes during marking (of 152 students) across a school year. The findings support a model of the marking judgment constructed from the strategies and cues that emerged through analysis of marks, record books, and interviews. The model presents a three-phase process that was guided by procedural and contingency rules. Findings indicate that task completion is the primary focus of the judgment, with the criterion of completion having a variable weight. The marking judgment is bounded by the classroom, a conclusion which suggests that many past marking studies have made assumptions about marks that are inappropriate to the teacher judgment process. The study found that formative marks serve as a feedback mechanism but that summative and final marks do not. Although specific conclusions are tentative because of the small sample size, the model is useful as a heuristic to generate further discussion, deliberation, and research hypotheses. Tables displaying report data are included as is an appendix listing teacher attribution-utility categories. (Author/JMK)
Descriptors: Elementary Education, Elementary School Students, Elementary School Teachers, Evaluation Methods, Evaluative Thinking, Grading, Student Behavior, Student Characteristics, Student Evaluation, Teacher Attitudes, Teacher Behavior, Teacher Response
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.