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Teachers' Experiences of Unfair Grading
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0001-7205-1745
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
2015 (engelsk)Inngår i: Educational Assessment, ISSN 1062-7197, E-ISSN 1532-6977, Vol. 20, nr 2, s. 132-150Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Grading is often perceived as one of teacher's most difficult tasks. Despite most teachers endeavoring to grade their students as objectively as possible, many students feel that they are subjets to unfair grading. The aim of this study is to describe what it is about a teacher's grading that contributes to the perception of unfairness. This study used the critical incident technique, with 411 practicing teachers in Sweden contributing their own experiences of being assessed in a school context. The main findings from qualitative data analysis indicate that when teachers fail to follow guidelines of the current grading system, use undependable information, allow themselves to be influenced by irrelevant factors, or are ambiguous in their communication, the pupils percived the grading process as unfair. The findings are analyzed and discussed in relation to a theoretical model of teachers' grading, validity and reliability, and three ethical principles.

sted, utgiver, år, opplag, sider
2015. Vol. 20, nr 2, s. 132-150
Emneord [en]
assessment and unfair grading, teachers' grading practice, validity in grading, critical incident technique
Emneord [sv]
Orättvisa betyg, betygsättning, betyg, validitet vid betygsättning
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Identifikatorer
URN: urn:nbn:se:liu:diva-117952DOI: 10.1080/10627197.2015.1028620OAI: oai:DiVA.org:liu-117952DiVA, id: diva2:812448
Tilgjengelig fra: 2015-05-18 Laget: 2015-05-18 Sist oppdatert: 2017-12-04

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