Teacher Candidates' Perceptions About Grading and Constructivist Teaching

Abstract

The Survey of Assessment Beliefs (SAB) was developed to measure teacher candidates' perceptions about grading practices. After piloting, the SAB was administered to 222 teacher candidates at a large northeastern urban university, along with a measure of their beliefs about teaching. Candidates were found to support many grading practices not recommended by professional standards. Support for grading practices that deviate from professional recommendations was positively associated with support for constructivist approaches. Significant differences were found in grading and teaching attitudes between elementary and secondary education teacher candidates. Teacher candidates became more moderate in endorsing nonstandard grading practices following coursework in classroom assessment but on average maintained a tendency to approve academically enabling grading practices. This study provides empirical evidence about possible areas of tension between constructivist learning theory and principles of educational measurement, and it helps classroom assessment teachers understand the needs of their target audiences.

Notes

^aHighest absolute value coefficient among the four factors.

^a Percentage of candidates with average score on subscale of 4 or higher.

^b Scoring reversed prior to averaging across scale items.

^c See Woolley et al. (2004).

*p < .05.

**p < .01.

*p < .05.

**p < .001.

*p < .05.

** p < .001.

*p < .05.

**p < .001.