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ERIC Number: ED245255
Record Type: Non-Journal
Publication Date: 1982
Pages: 29
Abstractor: N/A
Reference Count: N/A
The Relationship of Teacher-Personality Type to Grading Freshman Composition Essays: An Empirical Study.
Covner, Thelma Crockin
To gain insight into the evaluation of college freshman compositions, a study explored the relationship between the personality type of the instructor and the grades assigned to essays written by freshman composition students. The sample comprised 23 college instructors who answered a short questionnaire, graded the same expository essay, and completed the Myers-Briggs Type Indicator. Based on Carl Jung's personality typology, the indicator identifies the preferred way an individual perceives (gathers data) and judges (makes decisions). Results showed that instructors whose basic preference was extravert, sensing, thinking, judging, or a combination of these traits, tended to assign higher grades than instructors whose personality types were introvert, intuitive, feeling, perceptive, or a combination of these traits. In addition, the criteria that the instructors claimed to use in evaluating essays differed from those actually used. Finally, neither the length of experience in teaching freshman composition nor faculty status showed any relationship to the grades assigned. (Author/HOD)
Publication Type: Reports - Research; Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator