Previous research documents that teachers use a variety of assessment techniques to award a hodgepodge grade of attitude, effort, achievement, and many other factors. This study was designed to more fully and directly explore the reasons teachers give for their assessment and grading practices and the factors that influence these practices. In depth interviews were conducted with twenty-eight classroom teachers, representing grades 5-12, 12 schools, and 7 school divisions. Teachers were asked to concentrate on their assessment and grading practices decision-making for a specific class.

The qualitative data analyses of transcribed interviews resulted in a four factor model that explained how and why teachers decided to use specific assessment and grading practices. The main tenet of the model held that there was tension between internal beliefs and values of teachers and external factors that are imposed on them. Such practices were influenced most heavily by internal beliefs and values about how to enhance student learning. External pressures, especially recent statewide mandated testing, forced teachers to use more objective assessment and grading practices. Greater tension arose when external pressures increased, and lessened with teaching experience. Teacher decision-making, then, was influenced by teacher beliefs and external factors, leading to rationales for specific assessment practices, followed by grading practices. Decisions appeared to be made on the basis of how the practices affected student learning and motivation, and, at the same time, respond to external pressures. In this balancing act each teacher had his or her own solution, one that was constantly changing with each new group of students. There was a sense of pride that the practices are unique and that the teachers had a good rationale for them. Clearly, assessment and grading practices fit within a larger philosophy of student learning, and clearly teachers were very interested in and committed to assessment and grading that enhanced as well as documented student learning.

Given that teachers clearly pull for students to be successful, it may be that teachers are making it so easy to obtain passing scores that they are essentially coddling students, giving students a false sense of their level of understanding and performance. Effort is emphasized as if it is a part of achievement. This may be counterproductive for low ability students who may develop a sense of competence based primarily on effort rather than mastery of content or skills. Since teachers are constantly constructing and revising assessments, do they have the knowledge and skill to do this properly, especially with the popularity of alternative assessments? External pressures appear to be taking on a greater role in teachers’ decision-making, largely in conflict with the need to adapt instruction and assessment to personal teaching styles and needs of individual students. It is possible that this is affecting teacher morale, motivation, and professionalism (e.g., taking away autonomy). Finally, these results have implications for teacher training. For example, it is important for teachers to appreciate the tension between their internal beliefs and external influences, and to develop assessment and grading approaches that are consistent with a broader philosophy of teaching and learning.

To learn more about teacher assessment and grading practices contact the Metropolitan Educational Research Consortium at www.edu/eduweb/merc or call 804 828-0478. 9/23/99