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ERIC Number: ED447195
Record Type: Non-Journal
Publication Date: 2000-Apr-27
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Classroom Assessment and Grading Practices Decision Making.
McMillan, James H.; Nash, Suzanne
The reasons teachers give for their assessment and grading practices and the factors that influence these practices were studied. Of 200 elementary and secondary mathematics and English teachers who volunteered to participate, researchers selected 60 teachers as representing maximum variation and then interviewed 24. Interview transcripts were coded for analysis. The data analysis resulted in a tentative model that explains how and why teachers decide to use specific assessment and grading practices. Six themes were identified in the model: (1) teacher beliefs and values; (2) classroom realities; (3) external factors; (4) teacher decision making rationale; (5) assessment practices; and (6) grading practices. The main tenet of the model holds that there was tension between teachers' internal beliefs and values and the realities of the classroom and other external factors imposed on them. The most salient internal factor was the teacher's philosophy of teaching and learning. The major external factors were identified as mandated statewide learning factors and high stakes tests, district grading polices, and parents. Results show that teachers are constantly striving to reach a reasonable balance between their beliefs about education and learning and the realities of the classroom environment and external context. Contains 14 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Metropolitan Educational Research Consortium, Richmond, VA.
Authoring Institution: N/A