Grading and the Ethos of Effort.

Autor/inn/en	Howley, Aimee; Kusimo, Patricia S.; Parrott, Laurel
Titel	Grading and the Ethos of Effort.
Quelle	(1999), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Beliefs; Females; Grades (Scholastic); Grading; Middle School Students; Middle Schools; Report Cards; Rural Schools; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Belief; Glaube; Weibliches Geschlecht; Notenspiegel; Notengebung; Schulnote; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Berichtszeugnis; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Urban area; Urban areas; Stadtregion; Stadt
Abstract	As part of a larger study, variables that significantly influenced the grades of young girls were investigated. The sample included 52 middle-level girls (grade 7), all of whom were participants in a project examining factors that support or inhibit rural and urban girls' participation in science, mathematics, and technology. Preliminary analyses of the academic achievement and grades of the participants identify pronounced school-level effects related to the variables that affected students' grades. A questionnaire was developed to determine teacher beliefs about grades. The questionnaire was administered to 52 teachers in the 3 schools attended by the participants. Results reveal that, at least among the schools studied, there are certain beliefs about grading that differ from school to school. School-level scores on a scale named "ethos of effort" (one of three scales from the questionnaire) distinguished among teachers from the three schools. Results suggest that teachers in schools with a more custodial orientation may compound effort and achievement to a greater degree than teachers in schools with a more optimistic and humanistic orientation. Findings lend support to the contention that report card grades should be based on achievement only, since the incorporation of other factors, such as effort, confounds the meaning of grades. When grades are deflated by the inclusion of nonacademic measures, students may come to see themselves as less capable than they actually are. (Contains 1 table, 1 figure, and 43 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC