عنوان مقاله:

نویسندگان:

Majid Nowruzi، Majid Amerian

Research on Classroom Assessment (CA) in general, and teachers’ grading practices in particular, has gained momentum in recent decades. Validity concerns have been raised around teacher-assigned grades and subsequently, the factors that influence teachers’ grading have been brought into the spotlight, fueling the concept of ‘hodgepodge grading’. The purpose of this study was to investigate the relationship between graded and tested achievement across gender and proficiency level differences in an effort to see how valid teachers’ grading is. In doing so, teacher-assigned grades and standardized achievement test scores of 693 Iranian EFL learners (45% males and 55% females) were investigated to realize whether grades could be regarded as valid measures of student achievement when gender and language proficiency levels were taken into account. Outcomes of correlation statistics showed that teacher grades and achievement test scores were positively, though moderately, correlated, an indication of the validity of teachers’ grading. Additionally, the results of t-tests showed that girls outperformed boys on achievement tests but with inconsistencies across proficiency levels. Higher proficiency levels in English gave boys an advantage over girls in achievement tests. Also male teachers tended to grade girls more accurately than boys and even more accurately than their female counterparts. Teacher education programs in general, and teachers, students, and parents as major stakeholders in particular, are the ones who can benefit from the findings of this study.

Assessment and grading practices, Graded achievement, Tested achievement, Teacher-assigned grades, achievement test scores, Gender, Proficiency level, Correlation

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Nowruzi، Majid، Amerian، Majid، 1398، A Study of Iranian EFL Teachers’ Grading Practices: Do Gender and Proficiency Level Count?، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505984