Variation in examiner stringency is a recognised problem in many standardised summative assessments of performance such as the OSCE. The stated strength of the OSCE is that such error might largely balance out over the exam as a whole. This study uses linear mixed models to estimate the impact of different factors (examiner, station, candidate and…

As education leans into competency-based assessment methods, Evidenced-Based Grading (EBG) presents as a potential effective option for Career and Technical Education (CTE) teachers. In this study we use a basic qualitative design to explore CTE teachers' perceptions of assessment, student growth, and implementation of an Evidenced-Based Grading…

Standards-based grading is an alternative grading method with many claimed benefits. This paper reports on quantitative studies investigating several of these oft-made anecdotal claims, such as reducing students' test anxiety and fostering a growth mindset. We found that standards-based grading did reduce students' test anxiety; moreover, the…

Rubrics are a commonly used tool to evaluate student work in the introductory communication course. Although rubrics may appear objective, they are continually interpreted by both instructors and students, often reflecting traditional classroom power dynamics. In order to understand how rubrics constrain as well as expand opportunities for the…

Allowing students to make choices (e.g., on the reading materials to read for an assignment) can contribute to creating learning environments that promote critical thinking, and intrinsic motivation among students. Given this potential that choice has to enhance instruction, it is reasonable to examine its potential as a contributor to enhanced…

In a school district in the Southwestern region of the United States, middle school music educators did not participate in district-wide initiatives to improve teacher assessment literacy, which encompasses the assessment knowledge and practices of teachers in support of student learning. The educators varied widely in their grading and assessment…

Autograding short textual answers has become much more feasible due to the rise of NLP and the increased availability of question-answer pairs brought about by a shift to online education. Autograding performance is still inferior to human grading. The statistical and black-box nature of state-of-the-art machine learning models makes them…

We study the existence of a gender gap between two methods of grading student achievement in Spain, namely teachers' assessment which measures cognitive outcomes and standardised test scores, which are consistent across Spanish schools. We use rich census information of Andalusian students attending secondary schools. Our results indicate that…

The purpose of this study was to explore teachers' perceptions of grading policies and practices. A phenomenological study was pursued as the method allows for a deeper, more meaningful investigation into the lived experiences of subjects. In this case, a sample of secondary teachers working for a district that has recently adopted a mastery-based…

Using mathematically unsound scales and inequitable grading practices has complicated the grading process for teachers and created educational barriers for students. This quantitative study compared the effect of the 100-point percentage and 4-point interval grading scale on Algebra 1 final grades. This study also investigated if there was a…

Individual readiness assurance tests (iRATs) are frequently graded in team-based learning (TBL) classrooms, with the goal of incentivizing individual pre-class preparation. The purpose of this study was to determine whether shifting to an ungraded iRAT process affects student preparation and learning, as measured using assessment scores, and…

Grades are ubiquitous in schools and have significant consequences in students' lives. Over a century of research has reported variability in teachers' grade compositions and grading practices. Although measurement experts have advocated for grades to represent student achievement alone, teachers continue to include nonachievement factors, such as…

The history of grading practices is riddled with inequities, dating to the inception of the traditional grading system, which was designed to rank and sort. Despite expanding public education to include all members of society, traditional grading practices have yet to evolve in response to the growing demand for equitable and student-centered…

The focus of this study is on understanding the perceptions of middle school mathematics teachers about the implementation of standards-based grading (SBG). The study employs a multiple case design using four Connecticut middle schools where standards-based grading was in the process of being implemented. In each school, three mathematics teachers…

Introduction: The grading process in secondary education is always challenging to navigate since the subjective dimension of the human parameter always seems to interfere dynamically in combination with the variety of the submitted assessment questions grounded on the grading teacher's style. The central questions asked are: a) what are the…