A Century of Grading Research: Meaning and Value in the Most Common Educational Measure
A Century of Grading Research: Meaning and Value in the Most Common Educational Measure
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DOI：
10.3102/0034654316672069
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发表时间：
2016-12-01
影响因子：
11.2
通讯作者：
Welsh, Megan E.
中科院分区：
文献类型：
--
作者：
Brookhart, Susan M.;Guskey, Thomas R.;Welsh, Megan E.
评分指的是分配给个别学生作业的符号，或者是成绩单上对学生表现的综合衡量。本文回顾了100多年来有关评分的研究，包括五类研究：(A)评分可靠性的早期研究，(B)K-12成绩单评分构成的定量研究，(C)教师对评分看法的调查和访谈研究，(D)基于标准的评分研究，以及(E)高等教育评分。20世纪早期的研究普遍谴责教师的成绩不可靠。最近对成绩与测试成绩关系的研究以及对教师评分实践和信念的调查研究表明，成绩评估了一个包含认知和非认知因素的多维结构，反映了教师对学生工作的重视。对未来的研究和评分实践的意义进行了讨论。
Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K-12 report card grades, (c) survey and interview studies of teachers' perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th-century studies generally condemned teachers' grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers' grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and noncognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed.