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ERIC Number: ED454227
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 17
Abstractor: N/A
How Teachers Assess and Attribute Grades: Report on a Teaching and Learning Experience.
Reali, Aline M. de M. R.; Reyes, Claudia R.; Martucci, Elisabeth M.; Mizukami, Maria da Graca N.; Lima, Emilia F. de; Tancredi, Regina M. S. P.; Mello, Roseli R.
This study investigated Brazilian elementary teachers' decision making processes when evaluating and grading students' written work. Teachers analyzed the written work of four students who were unknown to them, then produced reports indicating: their perception of the author's grade level and reasons for believing it was that grade level; positive and negative aspects of the written piece; and the grade they would give for the work. Results indicated that the most visible characteristics of the texts (those most closely related to teaching contents and correction) determined how consistently teachers rated the students' grade levels and the grades that they gave to the texts. There were four evaluative patterns corresponding to: teachers producing reports that favored more formal and surface elements (orthography, punctuation, and paragraphs) and those related to such factors as theme development, cohesiveness, consistency, style, and genre; identification of reports that emphasized the formal aspects of the texts rather than the more subjective aspects; prevalence of informal or subjective aspects of the text over formal ones; and teachers' claims about needing to get to know the students and the contextual factors in order to be able to produce an adequate report. (Contains 13 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil