TY - JOUR
T1 - Justice in grades allocation
T2 - Teachers' perspective
AU - Resh, Nura
PY - 2009/9
Y1 - 2009/9
N2 - In this investigation I explore teachers' perspectives on just grade allocation. The study was carried out among language, math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations that are used in the decision on grade allocation. Findings suggest that (a) a teacher's decision is based on a weighted combination of multi-principles of allocation, (b) equity by output (students proved academic success) is the ruling consideration, and (c) the weight given to the various considerations differ by teachers' subject matter expertise. The appeared difference placed science teachers vis-à-vis math and language teachers, unlike the expected humanities (language)-sciences (math and science) dichotomy. Comparison of grading considerations by student capacity suggests that about half of the teachers consider differential grading considerations for "weak" and "strong" students as just, attributing greater weight to academic input (effort) and need for encouragement when grading their "weak" students.
AB - In this investigation I explore teachers' perspectives on just grade allocation. The study was carried out among language, math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations that are used in the decision on grade allocation. Findings suggest that (a) a teacher's decision is based on a weighted combination of multi-principles of allocation, (b) equity by output (students proved academic success) is the ruling consideration, and (c) the weight given to the various considerations differ by teachers' subject matter expertise. The appeared difference placed science teachers vis-à-vis math and language teachers, unlike the expected humanities (language)-sciences (math and science) dichotomy. Comparison of grading considerations by student capacity suggests that about half of the teachers consider differential grading considerations for "weak" and "strong" students as just, attributing greater weight to academic input (effort) and need for encouragement when grading their "weak" students.
KW - Distributive justice
KW - Grade allocation
KW - Justice in schools
KW - Teachers' evaluation
KW - Teaching expertise
UR - http://www.scopus.com/inward/record.url?scp=70349499605&partnerID=8YFLogxK
U2 - 10.1007/s11218-008-9073-z
DO - 10.1007/s11218-008-9073-z
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AN - SCOPUS:70349499605
SN - 1381-2890
VL - 12
SP - 315
EP - 325
JO - Social Psychology of Education
JF - Social Psychology of Education
IS - 3
ER -