Elementary Teachers' Grading Practices: Does the Reality Reflect the Rubric?

Simple item page
dc.contributor.advisorGottfredson, Gary Den_US
dc.contributor.authorShanahan, Katherine Bruckmanen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-02-17T06:49:07Z
dc.date.available2012-02-17T06:49:07Z
dc.date.issued2011en_US
dc.description.abstractReport cards are the primary way that teachers, students, and parents communicate about student achievement in the classroom. Although many school districts develop rubrics to guide teacher grading practices, most research finds that in reality, grades represent a hodgepodge of factors that vary across teachers and across school systems. The current study investigates student factors that explain variance in elementary report card grades in a suburban school district. The sample includes 4th and 5th grade students (N = 8,555) and their classroom teachers (N = 374) from 45 schools. Multilevel structural equation models, with students nested within classrooms, tested two models describing variance in report card grades. One model included the factors listed on the school system grading rubric along with additional factors thought to be related to grades (non-rubric model). An alternative, nested, model included only the factors from the grading rubric (rubric model). Results suggested that the non-rubric model provided a better fit for the data, but effects for the additional non-rubric factors were uniformly small.en_US
dc.identifier.urihttp://hdl.handle.net/1903/12276
dc.subject.pqcontrolledEducational tests & measurementsen_US
dc.subject.pqcontrolledPsychologyen_US
dc.subject.pquncontrolledAcademic achievementen_US
dc.subject.pquncontrolledEducationen_US
dc.subject.pquncontrolledGrading practicesen_US
dc.subject.pquncontrolledMeasurementen_US
dc.subject.pquncontrolledTeachersen_US
dc.titleElementary Teachers' Grading Practices: Does the Reality Reflect the Rubric?en_US
dc.typeDissertationen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Shanahan_umd_0117E_12720.pdf
Size:
2.14 MB
Format:
Adobe Portable Document Format
Download

Collections

UMD Theses and Dissertations
Counseling, Higher Education & Special Education Theses and Dissertations