Report Card Grading and Adaptations: A National Survey of Classroom Practices

William Bursuck, Edward A. Polloway, Lisa Plante, Michael H. Epstein, Madhavi Jayanthi, Jan Mcconeghy

Research output: Contribution to journalArticle

29 Scopus citations

Abstract

A national survey of elementary and secondary general education teachers (N = 368, response rate of 52%) was conducted to determine the classroom grading practices of general education teachers, including grading adaptations for students with disabilities. Results of this self-report survey indicated that teachers find letter and number grades more helpful for students without disabilities than for those with disabilities. Results also indicated that teachers find certain grading adaptations - such as pass-fail grades, portfolios, multiple grades, and grading for effort - helpful for students both with and without disabilities. Implications for training, research, and practice are included.

Original languageEnglish (US)
Pages (from-to)301-318
Number of pages18
JournalExceptional Children
Volume62
Issue number4
DOIs
StatePublished - Feb 1996

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Bursuck, W., Polloway, E. A., Plante, L., Epstein, M. H., Jayanthi, M., & Mcconeghy, J. (1996). Report Card Grading and Adaptations: A National Survey of Classroom Practices. Exceptional Children, 62(4), 301-318. https://doi.org/10.1177/001440299606200402