ERIC Number: ED453263
Record Type: RIE
Publication Date: 1998-May
Classroom Assessment and Grading Practices: A Review of the Literature.
McMillan, James H.; Workman, Daryl J.
This review of literature is an analysis of completed research on the nature and effect of classroom assessment practices and grading. An examination of the literature in this field suggests that it is divided into these categories: (1) definitions of classroom assessment; (2) classroom assessment practices; (3) grading practices; and (4) the effect of classroom assessment and grading practices on student learning and motivation. The review demonstrates that there is little empirical evidence of the specific effects of using particular assessments and grading practices. This results in part from the complex nature of teaching. Several newer forms of assessment, such as performance-based assessment and portfolio assessments, are based on recent research on cognitive learning, but they are based on theory and not empirical evidence. Some suggestions are made for combining different classroom assessment components into a framework that makes sense for explaining how classroom assessment contributes to student motivation and achievement. An annotated bibliography of 20 sources is included. (Contains 30 references.) (SLD)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Metropolitan Educational Research Consortium, Richmond, VA.