Secondary Teachers' Classroom Assessment and Grading Practices

By J. H. McMillan. 2005

267 citations recorded by the source corpus.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/d47401618114b424e3804ed4e8c3f4d411ee5c80

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Citations in the corpus

A Century of Grading Research (2016, unknown): “They differentiate academic enablers (McMillan, 2001, p. 25) like effort, ability, improvement, work habits, attention, and participation, which they endorse as relevant to grading, from other student characteristics like gender, socioeconomic status, or personality, which they do not endorse as…”
Educational Assessment Knowledge and Skills for Teachers (2011, background): “Second, teachers typically claim their assessments tap higher order thinking (McMillan, Myran, & Workman, 2002, elementary teachers; McMillan, 2001, secondary teachers), when in fact, most do not (Marso & Pigge, 1993).”
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development (2019, background): “In addition, teacher factors such as grading techniques and assessment styles are likely to contribute to variability in achievement across students (McMillan, 2001).”
Factors Affecting Teachers’ Grading and Assessment Practices (2007, methodology): “These results reflect a possible shift in what may influence the grading practices of high school teachers (i.e., grades 10 to 12) because earlier research suggested that academic achievement was the most frequently used factor (McMillan, 2001).”
Being Fair: Teachers’ Interpretations of Principles for Standards-Based Grading (2011, background): “teachers ( N = 1,483), McMillan (2001) confirmed that hodgepodge grading had continued into the 21st century.”
Peer and Self-Assessment in High Schools (2005, methodology): “Noonan & Duncan Peer and Self-Assessment (Brookhart, 1995, 2003; Guskey, 2003; McMillan, 2001a, 2001b, 2003; Pilcher, 1994).”
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes (2011, unknown): “Although much research has been done on teachers’ assessment and grading practices (e.g., McMillan, 2001a; McMillan, Myran, & Workman, 2002; Stecher & Barron, 2001), those investigations have not focused on the purposes or intentions teachers have for their practices.”
Using Assessments for Instructional Improvement: A Literature Review. (2010, background): “As McMillan (2002) argues, “While measurement instruction usually includes consideration of student outcomes or objectives, much more is needed on helping teachers conceptualize deep understanding and reasoning, and the”
Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis. (2010, background): “…or “kitchen sink” grading, surveys of teachers have repeatedly found that teachers award students grades for a variety of factors, including academic knowledge, attendance, participation, and behavior (Brookhart, 1991; Cizek, Fitzgerald, & Rachor, 1995-1996; Cross & Frary, 1999; McMillan, 2001).”
Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources Heighten Conceptions of Assessment as School Accountability (2009, background): “While research has examined teachers’ assessment and grading practices (e.g., McMillan, 2001; McMillan, Myran, & Workman, 2002; Stecher & Barron, 2001), the majority of those investigations have not focused on the purposes or intentions teachers have for these practices.”
Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development (2018, background): “McMillan (2001) stated that different teachers interpreted similar learners’ work differently.”
What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, background): “…academic knowledge but also a multitude of student behaviors and classroom performance issues, termed ‘‘hodgepodge’’ and ‘‘kitchen sink grading’’ (Brookhart, 1991; Cizek, Fitzgerald, & Rachor, 1995–1996; Cross & Frary, 1999; Frary, Cross, & Weber, 1993; McMillan, 2001; Randall & Englehard, 2009).”