RR 92-9 Teachers' evaluations of student work.
Abstract
This paper describes the evaluations of elementary and secondary mathematics teachers when shown examples of a students' work. The responses analyzed come from the Teacher Education and Learning to Teach longitudinal study of preservice programs, various types of on-the-job induction programs, and inservice programs. The author found that grading student work was a disregarded subject and he discusses why this state of neglect exists.
In a series of tables the paper depicts both the allocation of grades given to the work and the criteria for assigning grades. Inferences that these teachers make about student understanding and effort are tabulated. The author concludes with a discussion of the implications for teacher educators. Grading appears as a distasteful and marginalized teacher activity. This paper argues grading practices have taken on a life of their own that justifies teacher educators' careful attention. How a grade is going to be assigned represents a novel point of entry to a discussion of instructional purpose and design.