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ERIC Number: EJ1370320
Record Type: Journal
Publication Date: 2022-Dec
Pages: 13
Abstractor: As Provided
EISSN: EISSN-2578-2118
Career and Technical Education Teachers' Perspectives of Evidence-Based Grading
Boss, Chase; McKendree, R. Bud
Journal of Research in Technical Careers, v6 n2 p40-52 Dec 2022
As education leans into competency-based assessment methods, Evidenced-Based Grading (EBG) presents as a potential effective option for Career and Technical Education (CTE) teachers. In this study we use a basic qualitative design to explore CTE teachers' perceptions of assessment, student growth, and implementation of an Evidenced-Based Grading system. Eight teachers in a Career-Tech Center in Michigan participated in the study, with each completing one semi-structured, in-depth interview about their perceptions of EBG, and data were analyzed following an inductive coding process with open and axial coding. Member checking, audit trails, and peer debriefs were utilized to enhance trustworthiness of findings. In this article we present themes that emerged from the in-depth interviews, as well as a discussion of implications for practice and recommendations for future research.
UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A