Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2024-03-10 DOI:10.1080/0969594x.2024.2325365

Siv M. Gamlem, Meerita Segaran, Synnøve Moltudal

引用次数: 0

Abstract

This study explores lower secondary school teachers’ arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential ...

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初中教师对使用 26 分制评分表的看法以及在使用和看法上的性别差异

本研究探讨了初中教师使用 26 分制评分表（26-PGS）的理由和看法，以及评估实践中的性别差异。研究采用了解释性顺序分析法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.