Relationship Between Grading Practices and Teacher Efficacy

Weaver, Jason

Relationship Between Grading Practices and Teacher Efficacy

Public Deposited

Research identifies several grading practices considered ineffective for their negative impact on the accuracy of the report of student achievement they yield. The ability to positively impact student achievement is the definition of a teacher’s sense of self-efficacy. This study examines the two factors to determine if a relationship exists between the grading practices of a teacher and their level of self-efficacy. Teachers across the 20 counties that make-up southwest Missouri were surveyed using two instruments: the Grading Practices Inventory developed through research of best practices specifically for this study and the existing Teacher’s Sense of Efficacy Scale developed by Dr. Anita Woolfolk-Hoy. The sample included teachers from kindergarten through grade 12, from districts ranging in size from less than 500 students to over 10,000 students, and with a broad range of years experience and degrees earned. The sample also included teachers who report single overall letter grades and those who report grades separated by individual standards or competencies. Though results failed to demonstrate any relationship between the two factors, analysis of the results of each scale across several demographic factors produced several significant relationships between sub-groups of the demographic which helped to understand the nature of grading reform and served as the basis for recommendations. Recommendations included greater professional development for teachers about effective grading practices and further study into possible relationships between specific grading practices and efficacy levels of teachers.

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