ERIC Number: EJ1154063
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Teacher Grading Decisions: Influences, Rationale, and Practices
Kunnath, Joshua P.
American Secondary Education, v45 n3 p68-88 Sum 2017
This mixed-methods study applied a decision-making theoretical framework to an investigation of teacher grading in a large urban school district in California. A sample of 251 high school teachers of core subjects were surveyed, and 15 teachers participated in four focus group interviews in order provide data on the influences, rationale, and practices of the grading decision-making process. Findings identified three important influences on grading decisions and two components of teachers' rationales for grading. The findings also indicated that teachers' grading practices included factors such as students' effort and ability level as well as their achievement. The discussion, presented in the context of relevant research, describes multiple sources of subjectivity that contributed to inaccurate and inflated grades.
Descriptors: Secondary School Teachers, High Schools, Grading, Decision Making, Mixed Methods Research, Urban Schools, Focus Groups, Interviews, Influences, Report Cards, Questionnaires
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A