Elementary Teachers' Classroom Assessment and Grading Practices

By J. H. McMillan, Steve Myran, D. Workman. 2002

296 citations recorded by the source corpus.

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A Century of Grading Research (2016, unknown): “Teachers recognize the important role of effort in achievement and motivation (Aronson, 2008; Cizek et al., 1995; Cross & Frary, 1999; Duncan & Noonan, 2007; Guskey, 2002, 2009a; Imperial, 2011; S. Kelly, 2008; Liu, 2008b; McMillan, 2001; McMillan et al., 2002; McMillan & Lawson, 2001; McMillan & Na”
Changing practices: influences on classroom assessment (2006, background): “Whereas educational policy and professional development are external sources of influence, teachers’ beliefs and conceptions are considered an internal mediator, and their interplay with classroom assessment practices is well established (Delandshere & Jones, 1999; Gilsdorf, 2000; McMillan & Nash, 2”
Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review. (2016, background): “However, when teachers are asked how often they assess application, reasoning, and higher-order thinking, both elementary [37,131] and secondary [38] teachers claim that they assess these cognitive levels quite often.”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “Finally, school grades are known to be influenced, at least in part, by students’ behavior and efforts in the classroom, in addition to their absolute levels of learning (Brookhart, 1993, 1994; McMillan et al., 2002; Zimmerman et al., 2013).”