4,710
Views
18
CrossRef citations to date
0
Altmetric
Open Section

Variations in grading practice – subjects matter

Article: 22629 | Published online: 16 Sep 2013

References

  • Allen J. Grades as Valid Measures. Clearing House. 2005; 78(5): 218–223.
  • Airasian P.W, Jones A.M. The Teacher as Applied Measurer: Realities of Classroom Measurement and Assessment. Applied Measurement in Education. 1993; 6(3): 241–254.
  • Brookhart S.M. Teachers’ Grading: Practice and Theory. Applied Measurement in Education. 1994; 7(4): 279–301.
  • Brookhart S.M. Letter: Grading Practices and Validity. Educational Measurement: Issues and Practice. 1991; 10(1): 35–36.
  • Brookhart S.M. Teachers’ Grading Practices: Meanings and Values. Journal of Educational Measurement. 1993; 30(2): 123–142.
  • Brookhart S.M. Developing Measurement Theory for Classroom Assessment Purposes and Uses. Educational Measurement: Issues and Practice. 2005; 22(4): 5–12.
  • Black P, Harrison C, Lee C.S, Marshall B, Wiliam D. Assessment for learning, putting it into practice. 2003; Open University Press.
  • Duncan C.R, Noonan B. Factors Affecting Teachers’ Grading and Assessment Practices. The Alberta Journal of Educational Research. 2007; 53(1): 1–21.
  • Engelsen K.S, Smith K. Is ‘Excellent’ good enough?. Education Inquiry. 2010; 1(4): 415–431.
  • Eggen A.E. Alfa and Omega in Student Assessment; Exploring Identities of Secondary School Science Teachers. 2004; Department of Teacher Education and School Research, University of Oslo. PhD thesis.
  • Hargreaves A, Earl L, Schmidt M. Perspectives on Alternative Assessment Reform. American Educational Research Journal. 2002; 39(1): 69–95.
  • Harlen W. Teachers’ Summative Practices and Assessment for Learning – Tensions and Synergies. The Curriculum Journal. 2005; 16(2): 207–223.
  • Hertzberg F. Assessment of writing in Norway: A case of balancing dilemmas. Balancing Dilemmas in Assessment and Learning in Contemporary Education. 2008; RoutledgeFalmer. 51–60. Havnes A. & L. McDowell (eds.),.
  • Karseth B, Sivesind K. Conceptualising Curriculum Knowledge Within and Beyond the National Context. European Journal of Education. 2010; 45(1): 103–120.
  • Kvale S, Brinkmann S. InterViews: Learning the craft of qualitative research interviewing. Los Angeles: SAGE. 2009; 2nd edition,
  • Lawn M. Governing through Data in English Education. Education Inquiry. 2011; 2(2): 277–288.
  • Lekholm A.K, Cliffordsson C. Effects of Student Characteristics on Grades in Compulsory School. Educational Research and Evaluation. 2009; 15(1): 1–23.
  • Lekholm A.K, Cliffordsson C. Discrepancies between School Grades and Test Scores at Individual and School Level: Effects of Gender and Family Background. Educational Research and Evaluation. 2008; 14(2): 181–199.
  • Lundahl C. Viljan att veta vad andra vet. 2006. Avhandling Uppsala Universitet. Arbetsliv i omvandling 2006:8. Arbetslivsinstituttet. Sverige.
  • Lysne A. Assessment Theory and Practice of Students’ Outcomes in the Nordic Countries. Scandinavian Journal of Educational Research. 2006; 50(3): 327–359.
  • McMillan J.H. Understanding and Improving Teachers’ Classroom Assessment Decision-Making: Implications for Theory and Practice. Educational Measurement: Issues and Practice. 2003; 22(4): 34–43.
  • Melograno V.J. Grading and Report Cards for Standards-Based Physical Education. Journal of Physical Education. Recreation and Dance. 2007; 78(6): 45–53.
  • Messick S. Validity of Psychological Assessment. Validation of Inferences from Persons’ Responses and Performances as Scientific Inquiry into Score Meaning. American Psychologist. 1995; 50(9): 741–749.
  • Muller J. Forms of Knowledge and Curriculum Coherence. Journal of Education and Work. 2009; 22(4): 205–226.
  • Nespor J. Networks and Contexts of Reform. Journal of Educational Change. 2002; 3(3–4): 365–382.
  • Prøitz T.S, Borgen J.S. Rettferdig standpunktvurdering – det (u)muliges kunst?. 2010. NIFU STEP report 16/2010.
  • Resh N. Justice in Grades Allocation: Teachers’ Perspective. Social Psychology of Education. 2009; 12(3): 315–325.
  • Skedsmo G. Formulation and Realisation of Evaluation Policy: Inconsistencies and Problematic Issues. Educational Assessment, Evaluation and Accountability. 2011; 23(1): 5–20.
  • Shepard L.A. The Role of Assessment in a Learning Culture. Educational Researcher. 2000; 29(7): 4–14.
  • Skolverket. Nationella prov i gymnasieskolan – ett stöd för likvärdig betygsättning?. 2005. www.skolverket.seper november 2009 .
  • Stiggins R.J, Conclin N.F. In teachers hands: Investigating the practices of classroom assessment. 1992; Albany: SUNY Press.
  • Stiggins R.J, Frisbie D.A, Griswold P.A. Inside High School Grading Practices: Building a Research Agenda. Educational Measurement: Issues and Practice. 1989; 8(2): 5–14.
  • Telhaug A.O, Aasen P, Mediaas O.A. From Collectivism to Individualism? Education as Nation Building in a Scandinavian Perspective. Scandinavian Journal of Educational Research. 2004; 48(2): 141–158.
  • Tyack D, Tobin W. ‘Grammar’ of Schooling: Why Has It Been So Hard to Change?. American Educational Research Journal. 1994; 31(3): 453–479.
  • Wiliam D. National Curriculum Assessments and Programmes of Study: Validity and Impact. British Educational Research Journal. 1996; 22(1): 129–141.
  • Yin R.K. Case study techniques: Design and method. 1994; (2nd ed.), Newbury Park, CA: Sage.