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Leading to change/ Effective Grading Practices
An experiment was conducted by teachers to figure out the most important factors that go into grading. Teachers calculated grades without putting in 0s along with changing other grading policies. The conclusion was that many students failed due to the difference in teachers grading policies rather than absences. -
Bound by Tradition: Teachers Views of Crucial Grading and Reporting Issues
This study looked at teachers views of grading. This data was gathered through a survey. The conclusion to this study was that teachers working in the same subject matter reported the same average amount of progress based work. There was a major difference when comparing teachers and what grade they are teaching. The older a student was, the more likely the teacher was to report based on what would best prepare student for working in the real word. -
Putting Classroom Grading on the Table: A Reform in Process
This study was conducted to see what a course grade actually conveys. This looks at the role of homework in grading assignments and the role of assignments in general when calculating a final grade. The conclusion of this study was that majority of teadchers grade based on student efforts and leadership actions. -
A Synergistic Approach the Tide of Grade Inflation
This Article expresses how the US has been trying to reform higher educational grading since the 1970s. It is believed that the grading system has not changed due to educational focus being too narrow.