Type
Summary
Do teachers actually follow the grading practices recommended by researchers and textbook authors? Where are the discrepancies? What are possible explanations for such discrepancies? What is an agenda for further research on actual classroom grading practices of teachers?
Citation
Stiggins, R. J., Frisbie, D. A., & Griswold, P. A. (1989). Inside high school grading practices: Building a research agenda. Educational Measurement: Issues and Practice, 8(2), 5-14.