Exploring the factors teachers consider in determining students’ grades

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.

KEYWORDS:

• Grading
• assessment
• teacher grade level
• teacher years of experience
• non-cognitive factors

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. All data analyses were conducted using IBM SPSS Statistics, Version 24. No alteration or customisation of the analysis techniques was employed.

Additional information

Notes on contributors

Thomas R. Guskey

Thomas R. Guskey is Professor Emeritus in the College of Education, University of Kentucky, Lexington, and he is the author/editor of 24 award-winning books and more than 250 book chapters, articles, and professional papers on educational measurement, evaluation, assessment, grading, and professional learning. He may be contacted at [email protected], through Twitter at @tguskey, or at www.tguskey.com

Laura J. Link

Laura J. Link, Ed.D., is an Assistant Professor of Educational Leadership in the College of Professional Studies at Purdue University Fort Wayne. She is the co-author of Cornerstones of Strong Schools: Practices for Purposeful Leadership and author of several articles and professional papers on school leaders, grading, and assessments. Laura also leads K-16 research-practice partnerships and has twice won her college’s Community Engagement Award.

Laura served in many K-12 central office and school-based leadership roles and has taught elementary, middle, high school and college students. While Laura was Assistant Superintendent of Teaching & Learning in Memphis, TN, she was 1 of 7 administrators charged with leading the largest school district merger in United States’ history. Follow Laura on Twitter @laurajlink or contact her at [email protected]