Grading reformers increasingly emphasize grading equity practices (Feldman, 2019), but a limited understanding remains of how teachers develop their grading strategies with equity in mind. We begin to fill the gap with this qualitative, inductive study, drawing from data gathered from 506 Arkansas teachers. Thematic analyses of survey responses…

Report-card marking items by which elementary school students' noncognitive classroom behaviors are graded were studied to establish a preliminary classification of behavioral assessment domains. Two studies were conducted. The first study employed a cluster-analytic approach to a pool of 136 noncognitive behavior-marking items that had been…

Walker-Grant Middle School has moved from the traditional failure-oriented method of measuring student progress to one that measures continuous student progress. The concept of standards for each grade and subject was replaced by the concept of "taking the child where he is and working from that point." Under the old system, a student's…

Reliability methodology needs to evolve as validity has done into an argument supported by theory and empirical evidence. Nowhere is the inadequacy of current methods more visible than in classroom assessment. Reliability arguments would also permit additional methodologies for evidencing reliability in classrooms. It would liberalize methodology…