ERIC Number: ED475368
Record Type: RIE
Publication Date: 2003-Apr
Transforming Supervisory Grading: Accountability in Supervising and Evaluating Beginning Teachers.
St. Maurice, Henry; Yudchitz, Amber
To study the ways that new ways of sharing responsibility for teacher quality affect grading discourses and practices, more than 900 surveys were collected from student/intern teachers and cooperating teachers and supervisors over a 9-year period. Opinions about pass/fail grading for student/intern teaching were tabulated and analyzed. Additional documentary material and a survey were also reviewed. Differences among participants reported attitudes and institutional practices are discussed. Analyses indicate that pass/fail grading is viewed in a positive light by a minority of respondents across types and programs and over time. In the 2002 survey, a majority of supervisors responding reported use of pass/fail grading and indicated support for rubrics and standards. Overall, secondary-level teachers and supervisors appeared to have slightly stronger preferences for grading systems traditionally used by colleges and universities. Respondents of all levels commented on the uses of traditional grades in communicating relative qualities of teaching. Appendixes contain the student teacher and supervisor interview surveys with results. (Contains 4 tables and 17 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).