NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821077
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0022-0671
Differences between Teachers' Grading Practices in Elementary and Middle Schools
Randall, Jennifer; Engelhard, George
Journal of Educational Research, v102 n3 p175-185 Jan-Feb 2009
The purpose of this study was to examine differences in the grading practices of elementary and middle school teachers by measuring their responses to 53 scenarios that the authors designed to describe various student characteristics that may influence the grades that teachers assigned. A secondary purpose was to demonstrate a method based on Rasch's many-faceted measurement model for comparing grading practices and exploring differential item functioning across grade levels that teachers taught (J. Linacre, 1994). The authors used a clustered and stratified random sample of 234 public school teachers for the analysis. Results indicated that, in general, elementary school teachers assigned higher grades than did their middle school counterparts. However, item-level analysis revealed variation trends across the groups of teachers. The authors concluded that grade-level differences in grading practices may be linked to student behavior and effort. (Contains 3 figures and 6 tables.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A