DREXLEROVÁ, Anna, Klára ŠEĎOVÁ and Martin SEDLÁČEK. The relationship between grading and teacher judgment. Journal of pedagogy / Pedagogický časopis. Versita, 2019, vol. 10, No 2, p. 9-35. ISSN 1338-1563. Available from: https://dx.doi.org/10.2478/jped-2019-0005.
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Basic information
Original name The relationship between grading and teacher judgment
Authors DREXLEROVÁ, Anna (203 Czech Republic, belonging to the institution), Klára ŠEĎOVÁ (203 Czech Republic, guarantor, belonging to the institution) and Martin SEDLÁČEK (203 Czech Republic, belonging to the institution).
Edition Journal of pedagogy / Pedagogický časopis, Versita, 2019, 1338-1563.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Slovakia
Confidentiality degree is not subject to a state or trade secret
WWW URL
RIV identification code RIV/00216224:14210/19:00108033
Organization unit Faculty of Arts
Doi http://dx.doi.org/10.2478/jped-2019-0005
Keywords in English Grading; teacher judgment; student performance; effort; communicativeness; aptitude
Tags rivok
Changed by Changed by: Mgr. Zuzana Matulíková, učo 405304. Changed: 28/4/2020 21:52.
Abstract
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.
Links
GA17-03643S, research and development projectName: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků
Investor: Czech Science Foundation, On the Relationship between Characteristics of Classroom Discourse and Student Achievement
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