A Century of Grading Research: Meaning and Value in the Most Common Educational Measure

被引：197

作者：

Brookhart, Susan M. ^{[1
]}

Guskey, Thomas R. ^{[2
]}

Bowers, Alex J. ^{[3
]}

McMillan, James H. ^{[4
,5
]}

Smith, Jeffrey K. ^{[6
]}

Smith, Lisa F. ^{[6
]}

Stevens, Michael T. ^{[7
]}

Welsh, Megan E. ^{[8
]}

机构：

[1] Duquesne Univ, Pittsburgh, PA 15282 USA

[2] Univ Kentucky, Educ, Lexington, KY 40506 USA

[3] Columbia Univ, Teachers Coll, Educ Leadership, New York, NY 10027 USA

[4] Virginia Commonwealth Univ, Acad Affairs, Med Coll Virginia Campus, Richmond, VA 23284 USA

[5] Virginia Commonwealth Univ, Educ, Med Coll Virginia Campus, Richmond, VA 23284 USA

[6] Univ Otago, Educ, Dunedin, New Zealand

[7] Univ Calif Davis, Sch Educ, Davis, CA 95616 USA

[8] Univ Calif Davis, Educ Assessment & Measurement, Davis, CA 95616 USA

来源：

REVIEW OF EDUCATIONAL RESEARCH | 2016年 / 86卷 / 04期

关键词：

grading; classroom assessment; educational measurement; TEACHER-ASSIGNED GRADES; HIGH-SCHOOL DROPOUTS; TEST-SCORES; STUDENTS EVALUATIONS; STANDARDS; ACHIEVEMENT; RELIABILITY; MARKS; PERCEPTIONS; VALIDITY;

D O I：

10.3102/0034654316672069

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：803 / 848

页数：46

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