Classroom Grading: A National Survey of Policies

Edward A. Polloway, Michael H. Epstein, William D. Bursuck, Janet L. Mcconeghy, Tess W. Roderique, Madhavi Jayanthi

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

Acritical area of concern to teachers, administrators, students, and parents is the evaluation and grading of student performance. the topic of grading takes on added significance when consideration is given to the grading of students with disabilities and to the related effects on collaboration between home and school. A national survey was conducted, with the purpose being to determine the policies of local school districts concerning grading. Specific foci included whether a policy was in effect, if modifications were made for students with disabilities, the nature of grading systems used, and communication mechanisms between home and school. A total of 550 surveys were mailed to school district superintendents, with a response rate of over 40%. The results indicated that a majority of school divisions had a policy on grading in effect and that the policies in effect included modifications for students with disabilities. Trends in terms of grading systems used and communication mechanisms employed are highlighted. The results are discussed in terms of their relationship to home-school collaboration and in the context of integrating students with disabilities into general education.

Original languageEnglish (US)
Pages (from-to)162-170
Number of pages9
JournalRemedial and Special Education
Volume15
Issue number3
DOIs
StatePublished - May 1994
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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  • Cite this

    Polloway, E. A., Epstein, M. H., Bursuck, W. D., Mcconeghy, J. L., Roderique, T. W., & Jayanthi, M. (1994). Classroom Grading: A National Survey of Policies. Remedial and Special Education, 15(3), 162-170. https://doi.org/10.1177/074193259401500304