ERIC Number: ED453167
Record Type: RIE
Publication Date: 2001-Apr
Validity and Reliability in Assessment and Grading: Perspectives of Preservice and Inservice Teachers and Teacher Education Professors.
Allen, James D.; Lambating, Julita
This study investigated preservice, inservice, and college teachers' reasons for making assessment and grading decisions. A survey examined their perspectives about a case study that presented a grading dilemma in which a teacher, "Sarah", assigned grades based on criteria that were potentially invalid and unreliable. Participants analyzed the case and provided solutions and a rationale for their decisions. The dilemma was that Sarah had given the most knowledgeable student in her math class, "James", a grade of B because he never turned in homework. James' parents wanted Sarah to change James' grade to an A to reflect his mathematics knowledge. Participants discussed: whether Sarah should change James' grade, what grade James deserved, and what they believed was the purpose of homework and grades. Most respondents believed James' grade should not be changed because of the teacher's homework requirement. Results highlight the need to help teachers make good grading decisions based on fundamental measurement principles. In situations in which a teacher must summarize and communicate a student's classroom progress in an academic subject through one grade, there must be consensus that the grade represents the most accurate statement of the student's academic achievement, and only academic achievement. (Contains 57 references and 4 figures.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Figures may not reproduce adequately.