ERIC Number: ED348357
Record Type: RIE
Publication Date: 1992-Jul
Teachers' Evaluations of Student Work.
Mead, James V.
This study was conducted to examine the criteria elementary and secondary mathematics teachers use when assigning grades, the visible mark of a teacher's evaluation, when shown individual pieces of mathematics work. Data come from the Teacher Education and Learning to Teach longitudinal study of preservice programs, various types of on-the-job induction programs, and inservice programs. Respondents were asked one question, "What grade would you give this paper and why?" In a series of tables, the paper depicts both the allocation of grades given to the work and the criteria for assigning grades. Inferences that these teachers make about student understanding and effort are tabulated. Results suggest: (1) grading student work is a neglected subject; (2) grading appears to be a distasteful and marginalized teacher activity; (3) grading practices have taken on a life of their own that justifies teacher educators' careful attention; (4) how a grade is going to be assigned represents a novel point of entry to a discussion of instructional purpose and design; and (5) teacher educators might consider providing a sustained treatment of grading practices and their rationale. (LL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.