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Classroom assessment and grading practices are becoming a greater focus of educational inquiry as teachers and policymakers become more accountable to the public for educational outcomes via assessment driven instructional practices. This study was an attempt to better understand the classroom assessment and grading practices of teachers, which have previously been described as a "hodgepodge" mix of student attitude, effort and achievement. Specifically, the following questions regarding teachers' assessment and grading practices were addressed:
What is the current state of assessment practice and grading by teachers?
What assessment and grading topics do teachers identify as needs to be addressed in in-service?
What is the relationship between assessment and grading practices and grades given to students?
What are the relationships between grade level, and subject taught and assessment and grading practices?
What are the reasons teachers give for their assessment and grading decision-making?
What is the impact of the SOL tests on the extent to which different assessment techniques were used in the classroom?
What classroom assessment and in-service needs to teachers have?
results of the study indicate that teachers do in fact use a multitude of factors to assess and grade students, including academic performance, effort, improvement, ability, homework, and extra credit. However, this study looked beyond a "hodgepodge" explanation of assessment and grading practices to uncover relationships that help to further explain teachers' assessment and grading practices and decision-making processes.
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VCU MERC Publications