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ERIC Number: EJ951229
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0003-1003
Putting Classroom Grading on the Table: A Reform in Progress
Cox, Keni Brayton
American Secondary Education, v40 n1 p67-87 Fall 2011
In a standards-based instructional program, what does a course grade convey? What should it convey? What is the role of homework in assigning grades? What is the role of common assessments? This case study examined the responses of two groups of high school teachers during a district wide reform of grading practices. The first was a focus group of seven advocates of non-traditional grading practices aligned with specific district grade reforms: (a) 50% minimal score for a failing grade, (b) retesting without penalty, (c) acceptance of late work, and (d) course-alike, standards-based grading agreements. The second group of nine teachers, including seven randomly selected teacher leaders from across the district, participated individually in semi-structured interviews. Findings confirmed earlier research on the role of individual teacher beliefs on grading practice and the emphasis that many teachers place on student effort when they assign grades. Additional findings have implications for leadership actions that may influence grading practices of secondary teachers. (Contains 2 tables and 1 figure.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A