ERIC Number: ED236135
Record Type: RIE
Publication Date: 1983-Aug-28
Reference Count: 0
Sources of Elementary School Grading.
Leiter, Jeffrey; Brown, James S.
The objective and subjective determinants that influence the way elementary school teachers grade students were explored. A longitudinal study was made of 213 students in 6 elementary schools as the students progressed from the first to the third grade. Possible determinants for assigning grades included student acquisition of valuable skills as reflected in standardized test scores, and classroom-specific achievement, based upon what the teacher considered important. Subjective factors in grading were seen to be teacher bias based upon individual reputations, the track level of the student, and the possibility that teacher expectations may be based on ethnic or gender prejudice. Student compliance with the teacher's preferred attitudes and behaviors was also considered. Factors shaping student achievement included the student's previous grades and general ability, track level, compliance and involvement, and race and gender. In analyzing the study findings, the question was asked: "Do teachers assign grades solely on the basis of merit or do other factors enter into grading decisions?" Student conformity to teacher preferences for certain attitudes and behaviors consistently appeared to be one of the strongest determinants of grading at this level. (JD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A