Document Type

Conference Proceeding

Disciplines

Education | Educational Assessment, Evaluation, and Research

Abstract

The effectiveness of classroom assessment and grading practices has become an increasingly important research topic in education. However, previous research had no consensus on whether school level had an effect on teachers’ grading practices. The purpose of the present study was to examine whether middle and high school teachers differ in regard to ratings of the importance and usefulness of grading practices, teachers’ perceived self-efficacy of the grading process, and the degree to which factors such as student effort, ability and teachers’ personal grading habits affect their grading decisions. A total of 107 secondary school teachers participated in this study by responding to a self-report web-based survey instrument (TPGP). A Multivariate Analysis of Variance (MANOVA) procedure was employed to investigate the between-group (school level) differences in teachers’ perceptions of grading practices. The results of the One-way MANOVA analysis were presented and interpreted. Educational implications are discussed.

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