Elementary Teachers' Classroom Assessment and Grading Practices
Elementary Teachers' Classroom Assessment and Grading Practices
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小学教师课堂评估与评分实践
DOI：
10.1080/00220670209596593
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发表时间：
2002
期刊：
影响因子：
--
通讯作者：
D. Workman
中科院分区：
文献类型：
--
作者：
J. H. McMillan;Steve Myran;D. Workman
摘要作者调查了900多名3-5年级教师的评估和评分实践，这些教师代表了城市、郊区和农村学校。教师指出了他们在多大程度上使用各种因素来给学生打分，使用的评估类型，评估的认知水平以及给予的分数。教师在给学生评分时似乎将6个主要因素概念化;他们最重视学业成绩和学业促进行为，如努力和改进，而对家庭作业、与其他学生的比较、其他教师的分数分布和边缘情况的重视程度要低得多。教师使用了3种类型的评估--建构反应、客观和教师制定的主要考试;他们区分了回忆和更高水平的认知技能。然而，有几个评估和等级之间的关系，评估的主题，并授予等级。结果进行了讨论，根据其他研究，表明教师使用的“大杂烩”的因素时，评估和分级的学生。
Abstract The authors investigated the assessment and grading practices of over 900 Grades 3-5 teachers representing urban, suburban, and rural schools. Teachers indicated the extent to which they used various factors to grade students, the types of assessments used, the cognitive level of assessments, and the grades awarded. Teachers appeared to conceptualize 6 major factors when they graded students; they placed the greatest weight on academic performance and academic-enabling behaviors, such as effort and improvement, and much less emphasis on homework, comparisons with other students, grade distributions of other teachers, and borderline cases. The teachers used 3 types of assessments—constructed-response, objective, and teacher-made major examinations; they differentiated between recall and higher level cognitive skills. However, there were few relationships between assessment and grade level, subject matter assessed, and grades awarded. Results are discussed in light of other research, indicating that teachers use a “hodgepodge” of factors when assessing and grading students.