<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This 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.</p></abstract>

This 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.

The relationship between grading and teacher judgment

Faculty of Arts, Department of Educational Sciences

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"The relationship between grading and teacher judgment"}

This paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers...

The relationship between grading and teacher judgment

Publié en ligne: 30 déc. 2019

Pages: 9 - 35

DOI: https://doi.org/10.2478/jped-2019-0005

Mots clés
grading, teacher judgment, student performance, effort, communicativeness, aptitude

© 2019 Anna Drexlerová et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The relationship between grading and teacher judgment

Publié en ligne: 30 déc. 2019

Pages: 9 - 35

DOI: https://doi.org/10.2478/jped-2019-0005

Mots clésgrading, teacher judgment, student performance, effort, communicativeness, aptitude

© 2019 Anna Drexlerová et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
grading, teacher judgment, student performance, effort, communicativeness, aptitude