The relationship between grading and teacher judgment
| Authors | |
|---|---|
| Year of publication | 2019 |
| Type | Article in Periodical |
| Magazine / Source | Journal of pedagogy / Pedagogický časopis |
| MU Faculty or unit | |
| Citation | |
| Web | https://content.sciendo.com/view/journals/jped/10/2/article-p9.xml |
| Doi | http://dx.doi.org/10.2478/jped-2019-0005 |
| Keywords | Grading; teacher judgment; student performance; effort; communicativeness; aptitude |
| Description | The paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test. |
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