The Keepers of Numbers: Teachers' Perspectives on Grades

Differences Between Students’ and Teachers’ Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers’ Assessment Practices

“…One of the core tasks of teachers is assessing their students' competencies (Ainscow et al, 2013). Although assessment is not a favorite activity among teachers (Blount, 2016), pinpointing where students stand on specific competencies provides a basis for formative and summative student evaluation, reveals individual learning trajectories, and indicates whether content has been mastered or needs to be repeated.…”

Grade Distribution at the Faculty of Education at Sultan Qaboos University

“…We simply do not have the data to support such a claim (Kohn, 2002) .Part of the problem may be in the evaluation method itself. Ideally, grades serve a dual functionthey inform us of our academic mastery of a given subject, communicate studentsʼ' efforts and work habits, and communicate students strengths and needs and provide feedback on how to improve, while offering a way for potential employers or graduate schools to see how we perform academically (Haggerty, 2003) As Blount (1997) points out, grades like money, have become a medium of exchange. Students can exchange grades for recognition, awards, scholarships, and admittance to prestigious universities and occupations.…”

“…Students can exchange grades for recognition, awards, scholarships, and admittance to prestigious universities and occupations. Blount (1997) believes that if we were on a pass/fail system most students would do the bare minimum to pass. Haggerty (2003) suggests that the problem is not that grades are higher than we deserve, but that they do not reflect any thing consistently.…”

Παράγοντες Σχολικής Επίδοσης Παιδιών Με Μαθησιακές Δυσκολίες Στην Πρωτοβάθμια Και Δευτεροβάθμια Εκπαίδευση Και Αξιολόγηση Αυτών Από Τους Εκπαιδευτικούς

“…Στον πίνακα 24 παρουσιάζονται συνοπτικά οι μέσοι όροι των απαντήσεων, σε ερωτήσεις για την ένταξη, ως προς τον τύπο σχολείου που υπηρετούν οι συμμετέχοντες (Δημοτικό, Γυμνάσιο, Λύκειο, όλοι οι τύποι). (Cizek και Fitzerald, 1995, Blount, 1997, Hills, 1991, Zbainos, 1999, Zbainos και Hallam, 2002, Ζμπάινος και Hallam, 2002 (Mcintosh et al, 1994). Επίσης εμφανίζουν δυσκολίες στη δομημένη σχεδίαση των μαθημάτων και ακόμη περισσότερο στην παροχή διαφοροποιημένου υλικού που εξασφαλίζει τη δημιουργική εμπλοκή και των μαθητών που τοποθετούνται στις αποκλίσεις σε σχέση με την επίδοση, είτε με θετικό είτε με αρνητικό πρόσημο.…”