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RELATIONSHIP OF RACE AND SEX TO GRADES ASSIGNED BY HIGH SCHOOL TEACHERS OF ENGLISH
Title
THE RELATIONSHIP OF RACE AND SEX TO GRADES ASSIGNED BY HIGH SCHOOL TEACHERS OF ENGLISH.
Creator
WRIGHT, KATHLEEN COOPER, Florida Atlantic University
Abstract/Description
Statement of Problem. The purpose of this study was to explore the possibility that the race and sex of teachers and the race and sex of students may have influenced the grades assigned by high school teachers of English in the nation's tenth largest school district, Broward County, Florida. Delimitations. The study involved all students who were enrolled and received a final grade in Regular English I, II and III classes in the twenty (20) public high schools for both semesters of the 1978...
Show moreStatement of Problem. The purpose of this study was to explore the possibility that the race and sex of teachers and the race and sex of students may have influenced the grades assigned by high school teachers of English in the nation's tenth largest school district, Broward County, Florida. Delimitations. The study involved all students who were enrolled and received a final grade in Regular English I, II and III classes in the twenty (20) public high schools for both semesters of the 1978-1979 school year. All teachers who taught these students and assigned grades, as determined by computer print-outs were included. The exception was that black male teachers and the students taught by them were not included. This exclusion was due to the small number of students taught by black male teachers. Results and Conclusions. Two tentative findings of importance emerged from the study: (1) Boys of both races who were low achievers seemed to have a better chance of passing ninth grade English if they were assigned to male teachers. This did not hold true for higher grade levels possibly because of drop outs. (2) Black female teachers may have tended to be too critical of black girls at higher levels (grades 10 and 11) and to have overly idealized the performance of older white girls (grade eleven). This may have indicated an over-reaction due to the cultural expectations placed upon black females in the black society. The study did not, however, indicate that the differences in grading patterns were influenced in any systematic and consistent way by interactions between student and teacher sex-race variables other than for the tentative findings listed above. Implications for Further Study. The research included in this study was limited by the use of only English grades. Further study is necessary to discover if these findings hold true across other subject areas. The study was further limited by the exclusion of black male teachers. Further study is necessary to discover if black male teachers demonstrate a discernible grading pattern. The limited amount of available research on teacher grading patterns clearly suggests the need for further study in this area.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11767
Subject Headings
Grading and marking (Students)
Format
Document (PDF)
An Experimental Study of Placement Essay Examination Scoring by Writing Teachers and Non-Writing Teachers with Consideration of Content Effects on Ratings
Title
An Experimental Study of Placement Essay Examination Scoring by Writing Teachers and Non-Writing Teachers with Consideration of Content Effects on Ratings.
Creator
McLemore, Mary, Floyd, Marilyn J., Florida Atlantic University
Abstract/Description
Measurement experts have criticized the use of essay examinations, chiefly because of their scoring unreliability. Research has emnhasized scoring inconsistencies and that scorers of essay examinations are frequently led by composition errors or other writing quality factors to grade the subject matter--content--of the essays inconsistently. Studies critical of essay scoring have emphasized the content of essay answers and have used scorers with minimal expertise in the essays' subject areas....
Show moreMeasurement experts have criticized the use of essay examinations, chiefly because of their scoring unreliability. Research has emnhasized scoring inconsistencies and that scorers of essay examinations are frequently led by composition errors or other writing quality factors to grade the subject matter--content--of the essays inconsistently. Studies critical of essay scoring have emphasized the content of essay answers and have used scorers with minimal expertise in the essays' subject areas. Recent research reveals that, under certain conditions, i.e., when writing experts are scoring for placement, using appropriate grading criteria, reliability rates for essay scoring are improving. Besides making distinctions between grading conditions and purposes, recent studies distinguish between content and writing skills, and emphasize examination of how content characteristics of student essays influence teachers' ratings. This study focused on whether freshman placement essays would be graded consistently by different groups of college faculty, experts in writing and experts in the topic of the essays. Also examined were how content designated as strong and weak would influence the overall scores and the scoring of writing quality.
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Date Issued
1983
PURL
http://purl.flvc.org/fau/fd/FA00000678
Subject Headings
Examinations--Interpretation, Grading and marking (Students)
Format
Document (PDF)
correlation of standardized benchmark testing and teacher-assigned grades in 10th-grade English courses
Title
A correlation of standardized benchmark testing and teacher-assigned grades in 10th-grade English courses.
Creator
Beaulieu, Christopher A., College of Education, Department of Teaching and Learning
Abstract/Description
The accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion...
Show moreThe accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion of the Florida Comprehensive Assessment Test (FCAT) and students' reading percent scale-scores on one Florida county's benchmark reading assessment (CBAT) with students' teacher-assigned grades (TAG) for 10th-grade, English Language Arts courses. The study also assessed the predictive values of the 3 criterion variables and the moderating effects of 6 categorical variables: Race (White, Black, and Hispanic), Socioeconomic status (SES), English Language Learner status (ELL), and Students with Disabilities status (SWD), which contribute to Florida's Adequate Yearly Progress (AYP) ranking of school grading policy. The study found that there was a moderate and positive correlation among the 3 criterion variables and that the combination of students' scores on the reading portions of both the CBAT and the FCAT showed a significant predictive value in predicting students' TAG. The study showed an even higher predictive value of the combination of students' scores on the CBAT and students' TAG in predicting students' scores on the FCAT. The study showed there was a moderating effect of the categorical variable Race on the correlation between students' CBAT reading scores and students' TAG; however, Race did not moderate the correlation between students' scores on FCAT and students' TAG., The study found a moderating effect of the categorical variable SES on the correlation between students' scores on CBAT and students' scores on FCAT and students' TAG. The study showed a moderating effect of the categorical variable ELL between students' scores on FCAT and students' TAG and between students' scores on CBAT and students' TAG. The categorical variable SWD did not show any moderating effect between students' scores on CBAT and students' TAG, or between students' scores on FCAT and students' TAG.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/192981
Subject Headings
Educational tests and measurements, Education, Secondary, Study and teaching, English language, Rhetoric, Ability testing, Grading and marking (Students)
Format
Document (PDF)
Florida Student Progression Policies and Their Effect on Student Achievement
Title
Florida Student Progression Policies and Their Effect on Student Achievement.
Creator
Wright, Marielena P., Pisapia, John, Florida Atlantic University
Abstract/Description
This study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student...
Show moreThis study investigated the varied district student progression policies from 9th to lOth grade and their effect on the district-level achievement of the high schools as measured by six categories of FCA T achievement consistent with those that comprise district grades during the 2005-2006 academic year. In Florida, the state assessment policy and the resulting rewards and sanctions policy, known as the Florida A+ Plan, are uniformly defined across districts while the state student progression policy simply provides guidelines for districts to follow. This results in varied student progression policies in the 67 school districts within the state. A quantitative study of the district student progression policies for promotion from 9th to lOth grade and student achievement, as measured by the Florida Comprehensive Assessment Test (FCA T), was conducted to determine the effect of varied student progression policies on district FCA T achievement. Five predictor variables, based upon promotion requirements from the 9th to 1Oth grade, - number of credits, the type of credits, the availability of midyear promotion, additional requirements to be met for midyear promotion, and minimum grade point average - the six FCA T based criterion variables; and, two contextual variables - district socioeconomic status (SES) and district size were used in the study. Linear regression analysis was used to find that the inclusion of a minimum grade point average had a significant inverse relationship with FCA T Reading Learning Gains. Additionally, theSES of the district was found to significantly affect the relationship between the midyear promotion of students and FCAT Reading proficiency; the type of credits required for promotion and FCA T Math proficiency; and the minimum number of credits required for promotion and both FCA T Math learning gains and FCA T Reading learning gains of the lowest quartile of students. The second order interaction of district size on the effect of SES on the relationship between the predictor and criterion variables yielded significant moderating effects of district size on the moderating effect of SES for the relationships between the minimum number of credits required for promotion and both FCA T Math proficiency and FCA T Math learning gains.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000716
Subject Headings
Academic achievement--Florida--Evaluation, Florida Comprehensive Assessment Test--Evaluation, Educational tests and measurements--Florida--Evaluation, Grading and marking (Students), Educational sociology--Florida
Format
Document (PDF)