Teachers' Grading Beliefs: Examining a Nonacademic Factor

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  • Additional Information
    • Availability:
      AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: [email protected]; Web site: http://www.aera.net
    • Peer Reviewed:
      Y
    • Source:
      28
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Beliefs; Grading; Beginning Teachers; Preservice Teachers; Teacher Attitudes; Rewards; Punishment; Student Behavior; Vignettes; Academic Achievement; Instructional Program Divisions; Student Motivation; Intellectual Disciplines; Individual Differences; Classroom Techniques; Behavior Modification
    • Abstract:
      We examined the grading beliefs of 93 novice and preservice teachers, particularly their views on using grades as reward and punishment or behavior management. Through answering online Likert-type ratings of 16 vignettes, 285 individuals participated in the quantitative part of this study. Of these participants, 93 participated in the qualitative part of the study and answered open-ended questions on the five vignettes that illustrated the use of grading practices to "manage student behaviors or conduct." The findings suggest that preservice and novice teachers were thoughtful in their responses to the vignettes. Some participants clearly indicated an achievement orientation to grading, while others did not. In addition, participants disclosed consideration of multiple factors and contexts, such as grade level, subject matter, student motivation, and individual differences, when assigning grades.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      ED597094