Factors Affecting Teachers’ Grading and Assessment Practices

By Caitlin Duncan, B. Noonan. Alberta Journal of Educational Research, 2007

119 citations recorded by the source corpus.

Teachers’ classroom grading and assessment practices are important elements of assessment reform. The purpose of this study was to examine the effect of classroom learning factors such as class size, subject area, and school size on teachers’ classroom assessment practices. The results of a survey of 513 high school teachers showed evidence that teachers had implemented some aspects of assessment reform and that one classroom learning factor (i.e., subject) had a modest effect on teachers’ practices. The results also indicate a need for more research on factors that affect teachers’ assessment decisions and the effect of these decisions on implementing assessment reform.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/7f8e44601d759a65d5c59fc952bdce82a50e193e

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In Education

1. K. Leithwood
2. D. Jantzi
3. Philip Hallinger
4. Jingping Sun
5. Yan Liu
6. M. Bellibaş
7. Ling-Di Li
8. Alex J. Bowers

Citations in the corpus

• 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 &…”
• A Review of Empirical Evidence About School Size Effects: A Policy Perspective (2009, methodology): “Undertaken in Norway using a national sample of schools, Falch and Strom (2005) inquired about the factors that give rise to teacher turnover (the authors used the term quit behavior), which in Norway averages about 9.”