ERIC Number: EJ1421376
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: EISSN-1465-329X
Lower Secondary School Teachers' Arguments on the Use of a 26-Point Grading Scale and Gender Differences in Use and Perceptions
Assessment in Education: Principles, Policy & Practice, v31 n1 p56-74 2024
This study explores lower secondary school teachers' arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential design was conducted. First, teachers (n = 6) assessment of students' text (n = 182) was analysed. In the subsequent phase, an open-ended questionnaire with teachers (n = 54) was conducted and analysed. The study revealed that the teachers perceive that the 26-PGS provides precision. Teachers highlight the significance of using the 26-PGS as an alternative assessment method, aiming to foster students' growth, and as a message to motivate for learning. In addition, gender disparities in teachers' provision of grades and arguments of using a 26-PGS as part of their assessment practice were found. The study contributes to the existing literature by shedding light on teachers' assessment practice and gender differences regarding the use of grading scales and discuss its potential challenges in educational contexts.
Descriptors: Secondary School Teachers, Teacher Attitudes, Grading, Rating Scales, Student Evaluation, Evaluation Methods, Gender Differences, Writing Evaluation, Foreign Countries, Grade 8, Grade 9, Grade 10
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Grade 9; High Schools; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A