Abstract

The purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of experience and no interaction effect. Differences by grade level were evident in teachers’ consideration of both cognitive and non-cognitive factors of students’ performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development.

Document Type

Article

Publication Date

2019

Notes/Citation Information

Published in Assessment in Education, v. 26, issue 3.

© 2019 Informa UK Limited, trading as Taylor & Francis Group

This is an Accepted Manuscript version of the following article, accepted for publication in Assessment in Education. Guskey, T. R., & Link, L. J. (2019). Exploring the factors teachers consider in determining students’ grades. Assessment in Education, 26(3), 303-320. https://doi.org/10.1080/0969594X.2018.1555515 It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Digital Object Identifier (DOI)

https://doi.org/10.1080/0969594X.2018.1555515

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