Elementary Teachers' Classroom Assessment and Grading Practices

McMillan, James H.; Myran, Steve; Workman, Daryl

doi:10.1080/00220670209596593

Cited by 199 publications

(165 citation statements)

References 11 publications

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“…These behaviors would readily seem to be more consistently produced by students who have higher levels of commitment to learning, better organization, stronger interpersonal skills, and better ability to accept feedback without getting angry. More direct evidence is supplied from the literature on elementary school grading, which makes clear that elementary teachers typically take into account student effort, the production of homework, and broader types of performance assessment than multiple choice tests when assigning grades (McMillan et al, 2002;Brookhart, 1993).…”

Section: Discussionmentioning

confidence: 99%

Social and behavioral skills and the gender gap in early educational achievement

DiPrete

Jennings²

2012

Social Science Research

293

221

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Section: Discussionmentioning

confidence: 99%

Social and behavioral skills and the gender gap in early educational achievement

DiPrete

Jennings²

2012

Social Science Research

293

221

View full text Add to dashboard Cite

“…Grades should inform stakeholders of what each student knows and is able to do. In their study of more than 900 elementary teachers, McMillan et al (2002) found that teachers who gave more A's used fewer objective assessments, emphasizing non-achievement factors.…”

Section: Discussionmentioning

confidence: 99%

“…The relationship between assessment and grading is multifaceted. Both assessment and grading incorporate students' achievement and behavior (McMillan, Myran, & Workman, 2002). Grades communicate student achievement, ranking, and progress to students and parents.…”

Section: Discussionmentioning

confidence: 99%

“…Grading practices are highly variable, more so within schools than across schools. Furthermore, the extent to which teachers use non-achievement behaviors varies greatly (McMillan et al, 2002;Talanquer, Tomanek, & Novodvorksky, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Yet, when teachers reward students' effort and attitude, they deprive students of receiving accurate feedback about their performance. (McMillan et al, 2002). Grades should inform stakeholders of what each student knows and is able to do.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Anderson

Mathys

Mills

2014

JCT

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The purpose of this study was to examine how 52 pre-service teachers (PSTs) assessed 7 th -grade students' learning of social studies lessons they planned and taught. The PSTs provided assessment artifacts on 312 students, along with explanations for how they assessed and graded each student. Of the 429 coded assessment explanations, 240 (56%) related directly to students' social studies achievement, 141 (33%) related to non-achievement factors, and 48 (11%) related to achievement factors not connected with social studies. Consistent with previous research on the assessment practices of in-service teachers, the pre-service teachers in this study used a combination of student achievement, effort, behavior, and ability to make their grading judgments. Assessment of student learning is taking a greater role in education today, and much of the burden for helping new teachers to improve their assessment practices will fall on teacher educators, who should integrate explicit coursework on assessment with authentic field experiences for PSTs to practice planning and teaching lessons, as well as assessing and grading students.

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Trajectories of early education learning behaviors among children at risk: A growth mixture modeling approach

McDermott

Rovine

Reyes

et al. 2018

Psychology in the Schools

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This study examined the latent developmental patterns for classroom learning behaviors among children from underresourced families. Based on standardized teacher observations, a large sample (N = 2,152) of children was assessed for manifestations of Competence Motivation and Attentional Persistence twice annually through Head Start, kindergarten, and 1st grade. For each form of learning behavior, latent growth mixture modeling revealed dominant subpopulations of change that feature quite good learning behaviors during Head Start but marked deterioration in performance upon kindergarten entry. Other change subpopulations showed children arriving in Head Start with noticeably poor learning behaviors and, while experiencing some early improvement, continued to function with relatively limited learning behaviors throughout the transition years, whereas other children entered prekindergarten with somewhat average performance levels and evinced modest losses when exiting Head Start. Membership in less desirable growth subpopulations is linked to preexisting explanatory factors and to subsequent negative outcomes. The general deterioration in learning behaviors that accompanies formal school entry is examined in the context of Head Start performance fade‐out and teachers’ shifting reference standards.

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Elementary Teachers' Classroom Assessment and Grading Practices

Cited by 199 publications

References 11 publications

Social and behavioral skills and the gender gap in early educational achievement

Social and behavioral skills and the gender gap in early educational achievement

Pre-Service Teachers’ Assessment of 7th-Grade Students’ Social Studies Learning

Trajectories of early education learning behaviors among children at risk: A growth mixture modeling approach

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