Citations (27)
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Read on this site (11)
Raili Hilden, Anne Dragemark-Oscarson, Ali Yildirim & Birgitta Fröjdendahl. (2024) Pre-service language teachers’ grading literacy: perceptions of grading in three university programs in Finland and Sweden. Cogent Education 11:1.
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David Baidoo-Anu, Amirhossein Rasooli, Christopher DeLuca & Liying Cheng. (2023) Conceptions of classroom assessment and approaches to grading: teachers’ and students’ perspectives. Education Inquiry 0:0, pages 1-29.
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Laura J. Link & Thomas R. Guskey. (2022) Is standards-based grading effective?. Theory Into Practice 61:4, pages 406-417.
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Eva Lundqvist & Malena Lidar. (2021) Functional coordination between present teaching and policy reform in Swedish science education. Education Inquiry 12:2, pages 163-182.
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Christopher DeLuca, Nathan Rickey & Andrew Coombs. (2021) Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada. Cogent Education 8:1.
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Lena Svennberg, Jane Meckbach & Karin Redelius. (2018) Swedish PE teachers struggle with assessment in a criterion-referenced grading system. Sport, Education and Society 23:4, pages 381-393.
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Peggy P. Chen & Sarah M. Bonner. (2017) Teachers’ Beliefs About Grading Practices and a Constructivist Approach to Teaching. Educational Assessment 22:1, pages 18-34.
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Rachael Ruegg. (2016) The effect of assessment of process after receiving teacher feedback. Assessment & Evaluation in Higher Education 41:2, pages 199-212.
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Fredrik Alm & Gunnel Colnerud. (2015) Teachers' Experiences of Unfair Grading. Educational Assessment 20:2, pages 132-150.
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Shelleyann Scott, Charles F. Webber, Judy L. Lupart, Nola Aitken & Donald E. Scott. (2014) Fair and equitable assessment practices for all students. Assessment in Education: Principles, Policy & Practice 21:1, pages 52-70.
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CharlesF. Webber, Shelleyann Scott, E. Nola Aitken, Judy Lupart & DonaldE. Scott. (2013) Leading assessment for enhanced student outcomes. School Leadership & Management 33:3, pages 240-255.
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Articles from other publishers (16)
Olha Ketsman & Todd Reeves. (2023) K-12 Teachers’ Implementation of Standards-Based Grading in the Classroom: A Quantitative Study. Journal of School Administration Research and Development 8:2, pages 65-75.
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Mohsen Hosseinibaghdadabadi, Omar Alam, Nicolas Almerge & Jörg Kienzle. (2023) Automated Grading of Use Cases. Automated Grading of Use Cases.
Amirhossein Rasooli, Christopher DeLuca & Liying Cheng. (2022) Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment. Educational Research for Policy and Practice 22:1, pages 63-90.
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Zeinab Azizi. (2022) Fairness in assessment practices in online education: Iranian University English teachers’ perceptions. Language Testing in Asia 12:1.
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Sarah M. Bonner & Peggy P. Chen. (2021) Development and Validation of the Survey of Unorthodox Grading Beliefs for Teachers and Teacher Candidates. Journal of Psychoeducational Assessment 39:6, pages 746-760.
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Liying Cheng, Christopher DeLuca, Heather Braund, Wei Yan & Amir Rasooli. (2020) Teachers’ grading decisions and practices across cultures: Exploring the value, consistency, and construction of grades across Canadian and Chinese secondary schools. Studies in Educational Evaluation 67, pages 100928.
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Moris Triventi. (2019) Are Children of Immigrants Graded Less Generously by their Teachers than Natives, and Why? Evidence from Student Population Data in Italy. International Migration Review 54:3, pages 765-795.
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F. Javier Murillo & Nina Hidalgo. (2020) Fair student assessment: A phenomenographic study on teachers’ conceptions. Studies in Educational Evaluation 65, pages 100860.
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Malena Lidar, Eva Lundqvist, Jim Ryder & Leif Östman. (2017) The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden. Research in Science Education 50:1, pages 151-173.
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Brad Olsen & Rebecca Buchanan. (2019) An Investigation of Teachers Encouraged to Reform Grading Practices in Secondary Schools. American Educational Research Journal 56:5, pages 2004-2039.
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F. Javier Murillo & Nina Hidalgo. (2018) Las concepciones sobre una evaluación justa de los estudiantes. Un estudio fenomenográfico desde la perspectiva de los docentes. Revista Complutense de Educación 29:4, pages 995-1010.
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F. Javier Murillo & Nina Hidalgo. (2017) Students’ conceptions about a fair assessment of their learning. Studies in Educational Evaluation 53, pages 10-16.
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Susan M. Brookhart, Thomas R. Guskey, Alex J. Bowers, James H. McMillan, Jeffrey K. Smith, Lisa F. Smith, Michael T. Stevens & Megan E. Welsh. (2016) A Century of Grading Research. Review of Educational Research 86:4, pages 803-848.
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Elisabeth Maué. (2016) Achievement—and what else? The standardisation of semester grades due to the implementation of state-wide exit examinations. Studies in Educational Evaluation 51, pages 42-54.
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Shelleyann Scott. 2016. Leadership of Assessment, Inclusion, and Learning. Leadership of Assessment, Inclusion, and Learning
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Robin D. Tierney. (2014) Fairness as a multifaceted quality in classroom assessment. Studies in Educational Evaluation 43, pages 55-69.
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