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.
ASJC Scopus subject areas
- Developmental and Educational Psychology