Much has been written in the grading literature regarding the continued use of traditional teacher grading practices that impede effective teaching and learning, yet teachers continue to assign grades using a mixture of factors. The purpose of this mixed methods study was to explore secondary teacher perceptions of their grading practices, the…

Action research was undertaken to better understand teachers' perceptions of grading at a single P-12 school district in a midwestern state. The motivation for measuring teachers' perceptions of grading came from the school district's local data, which suggested a possible disconnect between students' grades and what students know, understand, and…

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers' teaching and assessment practices in order to explore the question of how teachers transform their teaching habits…

The evaluation of student work is a central aspect of the teaching profession that can affect students in significant ways. Although teachers use multiple criteria for assessing student work, it is not yet known if emotions are a factor in their grading decisions as has been found in other instances of professional evaluations. Reason to believe…

This paper tests if gender-discrimination in grading affects pupils' achievements and course choices. I use a unique dataset containing grades given by teachers, scores obtained anonymously by pupils at different ages, and their course choice during high school. Based on double-differences, the identification of the gender bias in grades suggests…